day 2 topics: series and parallel rc circuits …day 4 topics: passive rc and lr ﬁlter circuits...

ELTR 110 (AC 1), section 2

Recommended schedule

Day 1Topics: Capacitive reactance and impedance, trigonometry for AC circuitsQuestions: 1 through 20Lab Exercise: Capacitive reactance and Ohm’s Law for AC (question 71)

Day 2Topics: Series and parallel RC circuitsQuestions: 21 through 40Lab Exercise: Series RC circuit (question 72)

Day 3Topics: Superposition principle, AC+DC oscilloscope couplingQuestions: 41 through 55Lab Exercise: Parallel RC circuit (question 73)

Day 4Topics: Passive RC and LR filter circuitsQuestions: 56 through 70Lab Exercise: Time-domain phase shift measurement (question 74)

Day 5Exam 2: includes Series or Parallel RC circuit performance assessmentLab Exercise: Troubleshooting practice (variable phase shift bridge circuit – question 75)

Practice and challenge problemsQuestions: 78 through the end of the worksheet

Impending deadlinesTroubleshooting assessment (AC bridge circuit) due at end of ELTR110, Section 3Question 76: Troubleshooting logQuestion 77: Sample troubleshooting assessment grading criteria

1


Skill standards addressed by this course section

EIA Raising the Standard; Electronics Technician Skills for Today and Tomorrow, June 1994

C Technical Skills – AC circuitsC.02 Demonstrate an understanding of the properties of an AC signal.C.08 Understand principles and operations of AC capacitive circuits.C.09 Fabricate and demonstrate AC capacitive circuits.C.10 Troubleshoot and repair AC capacitive circuits.C.27 Understand principles and operations of AC frequency selective filter circuits.

B Basic and Practical Skills – Communicating on the JobB.01 Use effective written and other communication skills. Met by group discussion and completion of labwork.B.03 Employ appropriate skills for gathering and retaining information. Met by research and preparation

prior to group discussion.B.04 Interpret written, graphic, and oral instructions. Met by completion of labwork.B.06 Use language appropriate to the situation. Met by group discussion and in explaining completed labwork.B.07 Participate in meetings in a positive and constructive manner. Met by group discussion.B.08 Use job-related terminology. Met by group discussion and in explaining completed labwork.B.10 Document work projects, procedures, tests, and equipment failures. Met by project construction and/or

troubleshooting assessments.C Basic and Practical Skills – Solving Problems and Critical Thinking

C.01 Identify the problem. Met by research and preparation prior to group discussion.C.03 Identify available solutions and their impact including evaluating credibility of information, and locating

information. Met by research and preparation prior to group discussion.C.07 Organize personal workloads. Met by daily labwork, preparatory research, and project management.C.08 Participate in brainstorming sessions to generate new ideas and solve problems. Met by group discussion.

D Basic and Practical Skills – ReadingD.01 Read and apply various sources of technical information (e.g. manufacturer literature, codes, and

regulations). Met by research and preparation prior to group discussion.E Basic and Practical Skills – Proficiency in Mathematics

E.01 Determine if a solution is reasonable.E.02 Demonstrate ability to use a simple electronic calculator.E.05 Solve problems and [sic] make applications involving integers, fractions, decimals, percentages, and

ratios using order of operations.E.06 Translate written and/or verbal statements into mathematical expressions.E.09 Read scale on measurement device(s) and make interpolations where appropriate. Met by oscilloscope

usage.E.12 Interpret and use tables, charts, maps, and/or graphs.E.13 Identify patterns, note trends, and/or draw conclusions from tables, charts, maps, and/or graphs.E.15 Simplify and solve algebraic expressions and formulas.E.16 Select and use formulas appropriately.E.17 Understand and use scientific notation.E.20 Graph functions.E.26 Apply Pythagorean theorem.E.27 Identify basic functions of sine, cosine, and tangent.E.28 Compute and solve problems using basic trigonometric functions.

2


Common areas of confusion for students

Difficult concept: Phasors, used to represent AC amplitude and phase relations.A powerful tool used for understanding the operation of AC circuits is the phasor diagram, consisting

of arrows pointing in different directions: the length of each arrow representing the amplitude of someAC quantity (voltage, current, or impedance), and the angle of each arrow representing the shift in phaserelative to the other arrows. By representing each AC quantity thusly, we may more easily calculate theirrelationships to one another, with the phasors showing us how to apply trigonometry (Pythagorean Theorem,sine, cosine, and tangent functions) to the various calculations. An analytical parallel to the graphic tool ofphasor diagrams is complex numbers, where we represent each phasor (arrow) by a pair of numbers: eithera magnitude and angle (polar notation), or by ”real” and ”imaginary” magnitudes (rectangular notation).Where phasor diagrams are helpful is in applications where their respective AC quantities add: the resultantof two or more phasors stacked tip-to-tail being the mathematical sum of the phasors. Complex numbers,on the other hand, may be added, subtracted, multiplied, and divided; the last two operations being difficultto graphically represent with arrows.

Difficult concept: Conductance, susceptance, and admittance.Conductance, symbolized by the letter G, is the mathematical reciprocal of resistance ( 1

R). Students

typically encounter this quantity in their DC studies and quickly ignore it. In AC calculations, however,conductance and its AC counterparts (susceptance, the reciprocal of reactance B = 1

Xand admittance, the

reciprocal of impedance Y = 1Z

) are very necessary in order to draw phasor diagrams for parallel networks.

Difficult concept: Capacitance adding in parallel; capacitive reactance and impedance adding in series.When students first encounter capacitance, they are struck by how this quantity adds when capacitors

are connected in parallel, not in series as it is for resistors and inductors. They are surprised again, though,when they discover that the opposition to current offered by capacitors (either as scalar reactance or phasorimpedance) adds in series just as resistance adds in series and inductive reactance/impedance adds in series.Remember: ohms always add in series, no matter what their source(s); only farads add in parallel (omittingsiemens or mhos, the units for conductance and admittance and susceptance, which of course also add inparallel).

Difficult concept: Identifying filter circuit types.Many students have a predisposition to memorization (as opposed to comprehension of concepts), and so

when approaching filter circuits they try to identify the various types by memorizing the positions of reactivecomponents. As I like to tell my students, memory will fail you, and so a better approach is to developanalytical techniques by which you may determine circuit function based on ”first principles” of circuits. Theapproach I recommend begins by identifying component impedance (open or short) for very low and veryhigh frequencies, respectively, then qualitatively analyzing voltage drops under those extreme conditions. Ifa filter circuit outputs a strong voltage at low frequencies and a weak voltage at high frequencies then itmust be a low-pass filter. If it outputs a weak voltage at both low and high frequencies then it must be aband-pass filter, etc.

Difficult concept: The practical purpose(s) for filter circuits.Bode plots show how filter circuits respond to inputs of changing frequency, but this is not how filters

are typically used in real applications. Rarely does one find a filter circuit subjected to one particularfrequency at a time – usually a simultaneous mix of frequencies are seen at the input, and it is the filter’sjob to select a particular range of frequencies to pass through from that simultaneous mix. Understandingthe superposition theorem precedes an understanding of how filter circuits are practically used.

3

Questions

Question 1

As a general rule, capacitors oppose change in (choose: voltage or current), and they do so by . . .(complete the sentence).

Based on this rule, determine how a capacitor would react to a constant AC voltage that increases infrequency. Would an capacitor pass more or less current, given a greater frequency? Explain your answer.

file 00579

Question 2∫

f(x) dx Calculus alert!

We know that the formula relating instantaneous voltage and current in a capacitor is this:

i = Cde

dt

Knowing this, determine at what points on this sine wave plot for capacitor voltage is the capacitorcurrent equal to zero, and where the current is at its positive and negative peaks. Then, connect these pointsto draw the waveform for capacitor current:

Time

0

e C

e

How much phase shift (in degrees) is there between the voltage and current waveforms? Which waveformis leading and which waveform is lagging?

file 00577

Question 3

You should know that a capacitor is formed by two conductive plates separated by an electricallyinsulating material. As such, there is no ”ohmic” path for electrons to flow between the plates. This maybe vindicated by an ohmmeter measurement, which tells us a capacitor has (nearly) infinite resistance onceit is charged to the ohmmeter’s full output voltage.

Explain then, how a capacitor is able to continuously pass alternating current, even though it cannotcontinuously pass DC.

file 01553

4

Question 4

Does a capacitor’s opposition to alternating current increase or decrease as the frequency of that currentincreases? Also, explain why we refer to this opposition of AC current in a capacitor as reactance instead ofresistance.

file 00581

Question 5

Will the current through the resistor increase or decrease as the capacitor plates are moved closertogether?

Hz

FUNCTION GENERATOR

1 10 100 1k 10k 100k 1M

outputDCfinecoarse

R

C

Explain why this happens, with reference to capacitive reactance (XC).file 01843

Question 6

A capacitor rated at 2.2 microfarads is subjected to a sinusoidal AC voltage of 24 volts RMS, at afrequency of 60 hertz. Write the formula for calculating capacitive reactance (XC), and solve for currentthrough the capacitor.

file 00583

Question 7

At what frequency does a 33 µF capacitor have 20 Ω of reactance? Write the formula for solving this,in addition to calculating the frequency.

file 00587

5

Question 8

Explain how you could calculate the capacitance value of a capacitor (in units of Farads), by measuringAC voltage, AC current, and frequency in a circuit of this configuration:

V , f

C

I

Write a single formula solving for capacitance given these three values (V , I, and f).file 02113

Question 9

In this AC circuit, the resistor offers 3 kΩ of resistance, and the capacitor offers 4 kΩ of reactance.Together, their series opposition to alternating current results in a current of 1 mA from the 5 volt source:

5 VAC

XC = 4 kΩ

R = 3 kΩ

I = 1 mA

How many ohms of opposition does the series combination of resistor and capacitor offer? What namedo we give to this quantity, and how do we symbolize it, being that it is composed of both resistance (R)and reactance (X)?

file 00585

Question 10

In DC circuits, we have Ohm’s Law to relate voltage, current, and resistance together:

E = IR

In AC circuits, we similarly need a formula to relate voltage, current, and impedance together. Writethree equations, one solving for each of these three variables: a set of Ohm’s Law formulae for AC circuits.Be prepared to show how you may use algebra to manipulate one of these equations into the other two forms.

file 00590

6

Question 11

It is often necessary to represent AC circuit quantities as complex numbers rather than as scalar numbers,because both magnitude and phase angle are necessary to consider in certain calculations.

When representing AC voltages and currents in polar form, the angle given refers to the phase shiftbetween the given voltage or current, and a ”reference” voltage or current at the same frequency somewhereelse in the circuit. So, a voltage of 3.5 V6 − 45o means a voltage of 3.5 volts magnitude, phase-shifted 45degrees behind (lagging) the reference voltage (or current), which is defined to be at an angle of 0 degrees.

But what about impedance (Z)? Does impedance have a phase angle, too, or is it a simple scalar numberlike resistance or reactance?

Calculate the amount of current that would go ”through” a 0.1 µF capacitor with 48 volts RMS appliedto it at a frequency of 100 Hz. Then, based on Ohm’s Law for AC circuits and what you know of the phaserelationship between voltage and current for a capacitor, calculate the impedance of this capacitor in polarform. Does a definite angle emerge from this calculation for the capacitor’s impedance? Explain why or whynot.

file 00589

Question 12

If a sinusoidal voltage is applied to an impedance with a phase angle of 0o, the resulting voltage andcurrent waveforms will look like this:

Time

e

i

e

i

Given that power is the product of voltage and current (p = ie), plot the waveform for power in thiscircuit.

file 00631

7

Question 13

If a sinusoidal voltage is applied to an impedance with a phase angle of -90o, the resulting voltage andcurrent waveforms will look like this:

Time

e

i

e

i

Given that power is the product of voltage and current (p = ie), plot the waveform for power in thiscircuit. Also, explain how the mnemonic phrase ”ELI the ICE man” applies to these waveforms.

file 00633

Question 14

Express the impedance (Z) in both polar and rectangular forms for each of the following components:

• A resistor with 500 Ω of resistance• An inductor with 1.2 kΩ of reactance• A capacitor with 950 Ω of reactance• A resistor with 22 kΩ of resistance• A capacitor with 50 kΩ of reactance• An inductor with 133 Ω of reactance

file 00591

8

Question 15

A technician measures voltage across the terminals of a burned-out solenoid valve, in order to check forthe presence of dangerous voltage before touching the wire connections. The circuit breaker for this solenoidhas been turned off and secured with a lock, but the technician’s digital voltmeter still registers about threeand a half volts AC across the solenoid terminals!

Solenoid valve

. . .

. . . To circuit breaker

PipePipe

COMA

V

V A

AOFF

Now, three and a half volts AC is not enough voltage to cause any harm, but its presence confuses andworries the technician. Shouldn’t there be 0 volts, with the breaker turned off?

Explain why the technician is able to measure voltage in a circuit that has been ”locked out.” Hint:digital voltmeters have extremely high input impedance, typically in excess of 10 MΩ.

file 00388

9

Question 16

Use the ”impedance triangle” to calculate the necessary reactance of this series combination of resistance(R) and capacitive reactance (X) to produce the desired total impedance of 300 Ω:

X = ???

X = ???Z = 300 Ω

R = 210 Ω

R = 210 Ω

Explain what equation(s) you use to calculate X, and the algebra necessary to achieve this result froma more common formula.

file 02092

Question 17

A series AC circuit exhibits a total impedance of 10 kΩ, with a phase shift of 65 degrees between voltageand current. Drawn in an impedance triangle, it looks like this:

R

X

65o

Z = 10 kΩ

We know that the sine function relates the sides X and Z of this impedance triangle with the 65 degreeangle, because the sine of an angle is the ratio of opposite to hypotenuse, with X being opposite the 65 degreeangle. Therefore, we know we can set up the following equation relating these quantities together:

sin 65o =X

Z

Solve this equation for the value of X, in ohms.file 02088

10

Question 18

A series AC circuit exhibits a total impedance of 2.5 kΩ, with a phase shift of 30 degrees between voltageand current. Drawn in an impedance triangle, it looks like this:

R

XZ = 2.5 kΩ

30o

Use the appropriate trigonometric functions to calculate the equivalent values of R and X in this seriescircuit.

file 02087

Question 19

A parallel AC circuit draws 100 mA of current through a purely resistive branch and 85 mA of currentthrough a purely capacitive branch:

Itotal = ???

IR = 100 mA

IC = 85 mAIR = 100 mA IC = 85 mA

θ

Calculate the total current and the angle Θ of the total current, explaining your trigonometric method(s)of solution.

file 02091

Question 20

A parallel RC circuit has 10 µS of susceptance (B). How much conductance (G) is necessary to givethe circuit a (total) phase angle of 22 degrees?

B = 10 µS22o

G = ???

G = ??? B = 10 µS

file 02090

11

Question 21

Voltage divider circuits may be constructed from reactive components just as easily as they may beconstructed from resistors. Take this capacitive voltage divider, for instance:

0.1 µF

0.47 µFVout

Vin

10 VAC250 Hz

C1

C2

Calculate the magnitude and phase shift of Vout. Also, describe what advantages a capacitive voltagedivider might have over a resistive voltage divider.

file 00638

12

Question 22

A technician needs to know the value of a capacitor, but does not have a capacitance meter nearby. Inlieu of this, the technician sets up the following circuit to measure capacitance:

A B Alt Chop Add

Volts/Div A

Volts/Div B

DC Gnd AC

DC Gnd AC

Invert Intensity Focus

Position

Position

Position

Off

Beam find

LineExt.

AB

ACDC

NormAutoSingle

Slope

Level

Reset

X-Y

Holdoff

LF RejHF Rej

Triggering

Alt

Ext. input

Cal 1 V Gnd Trace rot.

Sec/Div0.5 0.2 0.1

1

10

5

2

20

50 m

20 m

10 m

5 m

2 m

0.5 0.2 0.11

10

5

2

20

50 m

20 m

10 m

5 m

2 m

1 m5 m

25 m

100 m

500 m

2.51

250 µ50 µ

10 µ

2.5 µ

0.5 µ

0.1 µ0.025 µ

off

Hz

FUNCTION GENERATOR

1 10 100 1k 10k 100k 1M

outputDCfinecoarse

Cx

R

You happen to walk by this technician’s workbench and ask, ”How does this measurement setup work?”The technician responds, ”You connect a resistor of known value (R) in series with the capacitor of unknownvalue (Cx), then adjust the generator frequency until the oscilloscope shows the two voltage drops to beequal, and then you calculate Cx.”

Explain how this system works, in your own words. Also, write the formula you would use to calculatethe value of Cx given f and R.

file 02114

13

Question 23

A student measures voltage drops in an AC circuit using three voltmeters and arrives at the followingmeasurements:

COMA

V

V A

AOFF

COMA

V

V A

AOFF

COMA

V

V A

AOFF

Upon viewing these measurements, the student becomes very perplexed. Aren’t voltage drops supposedto add in series, just as in DC circuits? Why, then, is the total voltage in this circuit only 10.8 volts and not15.74 volts? How is it possible for the total voltage in an AC circuit to be substantially less than the simplesum of the components’ voltage drops?

Another student, trying to be helpful, suggests that the answer to this question might have somethingto do with RMS versus peak measurements. A third student disagrees, proposing instead that at least oneof the meters is badly out of calibration and thus not reading correctly.

When you are asked for your thoughts on this problem, you realize that neither of the answers proposedthus far are correct. Explain the real reason for the ”discrepancy” in voltage measurements, and also explainhow you could experimentally disprove the other answers (RMS vs. peak, and bad calibration).

file 01566

14

Question 24

Write an equation that solves for the impedance of this series circuit. The equation need not solve forthe phase angle between voltage and current, but merely provide a scalar figure for impedance (in ohms):

Ztotal = ???

R

X

file 01844

Question 25

Use a triangle to calculate the total voltage of the source for this series RC circuit, given the voltagedrop across each component:

VR = 3.2 V

Vtotal = ???VC = 1.8 V

VR = 3.2 V

VC = 1.8 V

Vtotal

Explain what equation(s) you use to calculate Vtotal, as well as why we must geometrically add thesevoltages together.

file 02107

15

Question 26

Determine the phase angle (Θ) of the current in this circuit, with respect to the supply voltage:

R1C1

COMA

V

V A

AOFF

COMA

V

V A

AOFF

Hz

FUNCTION GENERATOR

1 10 100 1k 10k 100k 1M

outputDCfinecoarse

file 01853

16

Question 27

Due to the effects of a changing electric field on the dielectric of a capacitor, some energy is dissipatedin capacitors subjected to AC. Generally, this is not very much, but it is there. This dissipative behavior istypically modeled as a series-connected resistance:

Equivalent Series Resistance (ESR)

Ideal capacitor

Realcapacitor

Calculate the magnitude and phase shift of the current through this capacitor, taking into considerationits equivalent series resistance (ESR):

Vin

10 VAC

0.22 µF

5 ΩCapacitor

270 Hz

Compare this against the magnitude and phase shift of the current for an ideal 0.22 µF capacitor.file 01847

Question 28

Solve for all voltages and currents in this series RC circuit:

15 V RMS1 kHz

0.01 µF

4.7 kΩ

file 01848

17

Question 29

Solve for all voltages and currents in this series RC circuit, and also calculate the phase angle of thetotal impedance:

48 V peak30 Hz

3k3

220n

file 01849

Question 30

Determine the total current and all voltage drops in this circuit, stating your answers the way amultimeter would register them:

C1

C2R1

R2

• C1 = 125 pF• C2 = 71 pF• R1 = 6.8 kΩ• R2 = 1.2 kΩ• Vsupply = 20 V RMS• fsupply = 950 kHz

Also, calculate the phase angle (Θ) between voltage and current in this circuit, and explain where andhow you would connect an oscilloscope to measure that phase shift.

file 01851

18

Question 31

Calculate the voltage drops across all components in this circuit, expressing them in complex (polar)form with magnitudes and phase angles each:

C1

C2

R1

0.15 µF

0.01 µF

7.1 kΩ

1.5 V180 Hz

file 01852

Question 32

In this circuit, a series resistor-capacitor network creates a phase-shifted voltage for the ”gate” terminalof a power-control device known as a TRIAC. All portions of the circuit except for the RC network are”shaded” for de-emphasis:

ACsource

Lamp330 kΩ

0.068 µFTRIAC

DIAC

Calculate how many degrees of phase shift the capacitor’s voltage is, compared to the total voltageacross the series RC network, assuming a frequency of 60 Hz, and a 50% potentiometer setting.

file 00637

19

Question 33

A quantity sometimes used in DC circuits is conductance, symbolized by the letter G. Conductance isthe reciprocal of resistance (G = 1

R), and it is measured in the unit of siemens.

Expressing the values of resistors in terms of conductance instead of resistance has certain benefits inparallel circuits. Whereas resistances (R) add in series and ”diminish” in parallel (with a somewhat complexequation), conductances (G) add in parallel and ”diminish” in series. Thus, doing the math for series circuitsis easier using resistance and doing math for parallel circuits is easier using conductance:

R1

R2

R3

R1 R2 R3

Rtotal = R1 + R2 + R3 Gtotal = G1 + G2 + G3

Rtotal =1

R1

+1

+1

R2 R3

1

Gtotal =1

+1

+1

1

G1 G2 G3

In AC circuits, we also have reciprocal quantities to reactance (X) and impedance (Z). The reciprocalof reactance is called susceptance (B = 1

X), and the reciprocal of impedance is called admittance (Y = 1

Z).

Like conductance, both these reciprocal quantities are measured in units of siemens.Write an equation that solves for the admittance (Y ) of this parallel circuit. The equation need not

solve for the phase angle between voltage and current, but merely provide a scalar figure for admittance (insiemens):

G B

Ytotal = ???

file 01845

20

Question 34

Calculate the total impedance offered by these three capacitors to a sinusoidal signal with a frequencyof 4 kHz:

• C1 = 0.1 µF• C2 = 0.047 µF• C3 = 0.033 µF

on a printed-circuit board

C1 C2 C3 Ztotal @ 4 kHz = ???

Surface-mount capacitors

State your answer in the form of a scalar number (not complex), but calculate it using two differentstrategies:

• Calculate total capacitance (Ctotal) first, then total impedance (Ztotal).• Calculate individual admittances first (YC1, YC2, and YC3), then total impedance (Ztotal).

file 01846

Question 35

Calculate the total impedance of these parallel-connected components, expressing it in polar form(magnitude and phase angle):

on a printed-circuit board

C1 R1

Surface-mount components

33n Ztotal @ 7.9 kHz = ???510

Also, draw an admittance triangle for this circuit.file 02108

21

Question 36

Calculate the total impedances (complete with phase angles) for each of the following capacitor-resistorcircuits:

100 Hz 470 Ω 290 Hz 1.5 kΩ

100 Hz 470 Ω 290 Hz 1.5 kΩ

3.3 µF

3.3 µF

0.1 µF

0.22 µF

0.1 µF 0.22 µF

file 02109

Question 37

If the source voltage in this circuit is assumed to be the phase reference (that is, the voltage is definedto be at an angle of 0 degrees), determine the relative phase angles of each current in this parallel circuit:

ICIR

Itotal

• ΘI(R) =• ΘI(C) =• ΘI(total) =

file 02112

22

Question 38

If the dielectric substance between a capacitor’s plates is not a perfect insulator, there will be a path fordirect current (DC) from one plate to the other. This is typically called leakage resistance, and it is modeledas a shunt resistance to an ideal capacitance:

Ideal capacitor

Realcapacitor

Leakage resistance

Calculate the magnitude and phase shift of the current drawn by this real capacitor, if powered by asinusoidal voltage source of 30 volts RMS at 400 Hz:

30 V RMS400 Hz0.75 µF 1.5 MΩ

Rleakage =

Compare this against the magnitude and phase shift of the current for an ideal capacitor (no leakage).file 01850

23

Question 39

The input impedance of an electrical test instrument is a very important parameter in some applications,because of how the instrument may load the circuit being tested. Oscilloscopes are no different fromvoltmeters in this regard:

A B Alt Chop Add

Volts/Div A

Volts/Div B

DC Gnd AC

DC Gnd AC


Position

Position

Position

Off

Beam find

LineExt.

AB

ACDC

NormAutoSingle

Slope

Level

Reset

X-Y

Holdoff

LF RejHF Rej

Triggering

Alt

Ext. input


Sec/Div0.5 0.2 0.1

1

10

5

2

20

50 m

20 m

10 m

5 m

2 m

0.5 0.2 0.11

10

5

2

20

50 m

20 m

10 m

5 m

2 m

1 m5 m

25 m

100 m

500 m

2.51

250 µ50 µ

10 µ

2.5 µ

0.5 µ

0.1 µ0.025 µ

off

Input impedance

(how much impedance thetested circuit "sees" from

the oscilloscope)

Zinput

Typical input impedance for an oscilloscope is 1 MΩ of resistance, in parallel with a small amount ofcapacitance. At low frequencies, the reactance of this capacitance is so high that it may be safely ignored.At high frequencies, though, it may become a substantial load to the circuit under test:

To circuitunder test 1 MΩ 20 pF

Oscilloscope input (typical)

Calculate how many ohms of impedance this oscilloscope input (equivalent circuit shown in the aboveschematic) will impose on a circuit with a signal frequency of 150 kHz.

file 02111

24

Question 40

Determine the size of capacitor (in Farads) necessary to create a total current of 11.3 mA in this parallelRC circuit:

C5.2 V

500 Hz

11.3 mA

790

file 02110

25

Question 41

Suppose we have a single resistor powered by two series-connected voltage sources. Each of the voltagesources is ”ideal,” possessing no internal resistance:

5 V 3 V

1 kΩ

Calculate the resistor’s voltage drop and current in this circuit.

Now, suppose we were to remove one voltage source from the circuit, replacing it with its internalresistance (0 Ω). Re-calculate the resistor’s voltage drop and current in the resulting circuit:

3 V

1 kΩ

5 volt sourcereplaced by short

Now, suppose we were to remove the other voltage source from the circuit, replacing it with its internalresistance (0 Ω). Re-calculate the resistor’s voltage drop and current in the resulting circuit:

1 kΩ

replaced by short

5 V

3 volt source

One last exercise: ”superimpose” (add) the resistor voltages and superimpose (add) the resistor currentsin the last two circuit examples, and compare these voltage and current figures with the calculated values ofthe original circuit. What do you notice?

file 00691

26

Question 42

Suppose we have a single resistor powered by two parallel-connected current sources. Each of the currentsources is ”ideal,” possessing infinite internal resistance:

4 A 7 A5 Ω


Now, suppose we were to remove one current source from the circuit, replacing it with its internalresistance (∞ Ω). Re-calculate the resistor’s voltage drop and current in the resulting circuit:

7 A4 A source

replaced by open5 Ω

Now, suppose we were to remove the other current source from the circuit, replacing it with its internalresistance (∞ Ω). Re-calculate the resistor’s voltage drop and current in the resulting circuit:

replaced by open4 A7 A source

5 Ω


file 00692

Question 43

The Superposition Theorem is a very important concept used to analyze both DC and AC circuits.Define this theorem in your own words, and also state the necessary conditions for it to be freely applied toa circuit.

file 02036

27

Question 44

Note that this circuit is impossible to reduce by regular series-parallel analysis:

12 V

1 kΩ

1 kΩ3 V 1 kΩ

However, the Superposition Theorem makes it almost trivial to calculate all the voltage drops andcurrents:

12 V

3 V

6 V

3 V 9 V

(Currents not shown for simplicity)

Explain the procedure for applying the Superposition Theorem to this circuit.file 01855

Question 45

Explain in your own words how to apply the Superposition Theorem to calculate the amount of currentthrough the load resistor in this circuit:

Rload

R1

R2

150 Ω

220 Ω7.2 V

1 kΩ4 mA

file 02035

28

Question 46

The Superposition Theorem works nicely to calculate voltages and currents in resistor circuits. But canit be used to calculate power dissipations as well? Why or why not? Be specific with your answer.

file 00694

Question 47

Calculate the charging current through each battery, using the Superposition Theorem (ignore all wireand connection resistances – only consider the resistance of each fuse):

GeneratorBattery+

-

+ -Battery

+ -

#1 #2

Fuse Fuse Fuse

250 VDC

0.15 Ω

244 VDC

0.25 Ω 0.85 Ω

245 VDC

file 00695

29

Question 48

A remote speaker for an audio system is connected to the amplifier by means of a long, 2-conductorcable:

2-conductor cable

Speaker

Amplifier

This system may be schematically modeled as an AC voltage source connected to a load resistor:

2-conductor cableSpeakerAmplifier

Suppose we decided to use the 2-conductor cable for more than just conveying an audio (AC) signal –we want to use it to carry DC power as well to energize a small lamp. However, if we were to simply connectthe DC power source in parallel with the amplifier output at one end, and the lamp in parallel with thespeaker at the other, bad things would happen:


DC sourceLight bulbThis will not work!!

If we were to connect the components together as shown above, the DC power source will likely damagethe amplifier by being directly connected to it, the speaker will definitely be damaged by the application ofsignificant DC voltage to its coil, and the light bulb will waste audio power by acting as a second (non-audible)load. Suffice to say, this is a bad idea.

Using inductors and capacitors as ”filtering” components, though, we can make this system work:

30


DC source Light bulb

C

C C

CL

LL

L

Apply the Superposition Theorem to this circuit to demonstrate that the audio and DC signals willnot interfere with each other as they would if directly connected. Assume that the capacitors are of suchlarge value that they present negligible impedance to the audio signal (ZC ≈ 0 Ω) and that the inductorsare sufficiently large that they present infinite impedance to the audio signal (ZL ≈ ∞).

file 01856

31

Question 49

The following circuit is a simple mixer circuit, combining three AC voltage signals into one, to bemeasured by an oscilloscope:

Hz

FUNCTION GENERATOR

1 10 100 1k 10k 100k 1M

outputDCfinecoarse

Hz

FUNCTION GENERATOR

1 10 100 1k 10k 100k 1M

outputDCfinecoarse

Hz

FUNCTION GENERATOR

1 10 100 1k 10k 100k 1M

outputDCfinecoarse

trigger

timebase

s/divDC GND AC

X

GNDDCV/div

vertical

OSCILLOSCOPE

Y

AC

Draw a schematic diagram of this circuit, to make it easier to analyze.Is it possible to filter the three constituent input signals from each other in the resulting output signal,

or are they irrevocably affected by one another when they ”mix” together in this resistor network? Howdoes the superposition principle relate to the operation of a mixer circuit like this?

What if the mixing circuit contains capacitors and inductors rather than resistors? Does the sameprinciple apply? Why or why not?

file 00648

Question 50

What is a musical chord? If viewed on an oscilloscope, what would the signal for a chord look like?file 00647

Question 51

Identify the type of electronic instrument that displays the relative amplitudes of a range of signalfrequencies on a graph, with amplitude on the vertical axis and frequency on the horizontal.

file 00649

32

Question 52

If an oscilloscope is connected to a series combination of AC and DC voltage sources, what is displayedon the oscilloscope screen depends on where the ”coupling” control is set.

With the coupling control set to ”DC”, the waveform displayed will be elevated above (or depressedbelow) the ”zero” line:

Battery

Low-voltage AC power supply

6 612

+-

A B Alt Chop Add

Volts/Div A

Volts/Div B

DC Gnd AC

DC Gnd AC


Position

Position

Position

Off

Beam find

LineExt.

AB

ACDC

NormAutoSingle

Slope

Level

Reset

X-Y

Holdoff

LF RejHF Rej

Triggering

Alt

Ext. input


Sec/Div0.5 0.2 0.1

1

10

5

2

20

50 m

20 m

10 m

5 m

2 m

0.5 0.2 0.11

10

5

2

20

50 m

20 m

10 m

5 m

2 m

1 m5 m

25 m

100 m

500 m

2.51

250 µ50 µ

10 µ

2.5 µ

0.5 µ

0.1 µ0.025 µ

off

Setting the coupling control to ”AC”, however, results in the waveform automatically centering itselfon the screen, about the zero line.

Battery

Low-voltage AC power supply

6 612

+-

A B Alt Chop Add

Volts/Div A

Volts/Div B

DC Gnd AC

DC Gnd AC


Position

Position

Position

Off

Beam find

LineExt.

AB

ACDC

NormAutoSingle

Slope

Level

Reset

X-Y

Holdoff

LF RejHF Rej

Triggering

Alt

Ext. input


Sec/Div0.5 0.2 0.1

1

10

5

2

20

50 m

20 m

10 m

5 m

2 m

0.5 0.2 0.11

10

5

2

20

50 m

20 m

10 m

5 m

2 m

1 m5 m

25 m

100 m

500 m

2.51

250 µ50 µ

10 µ

2.5 µ

0.5 µ

0.1 µ0.025 µ

off

33

Based on these observations, explain what the ”DC” and ”AC” settings on the coupling control actuallymean.

file 00538

Question 53

Explain what happens inside an oscilloscope when the ”coupling” switch is moved from the ”DC”position to the ”AC” position.

file 01857

Question 54

Suppose a technician measures the voltage output by an AC-DC power supply circuit:

- -

Rectifier assembly Filter capacitor

A B Alt Chop Add

Volts/Div A

Volts/Div B

DC Gnd AC

DC Gnd AC


Position

Position

Position

Off

Beam find

LineExt.

AB

ACDC

NormAutoSingle

Slope

Level

Reset

X-Y

Holdoff

LF RejHF Rej

Triggering

Alt

Ext. input


Sec/Div0.5 0.2 0.1

1

10

5

2

20

50 m

20 m

10 m

5 m

2 m

0.5 0.2 0.11

10

5

2

20

50 m

20 m

10 m

5 m

2 m

1 m5 m

25 m

100 m

500 m

2.51

250 µ50 µ

10 µ

2.5 µ

0.5 µ

0.1 µ0.025 µ

off

Transformer

Bleedresistor

The waveform shown by the oscilloscope is mostly DC, with just a little bit of AC ”ripple” voltageappearing as a ripple pattern on what would otherwise be a straight, horizontal line. This is quite normalfor the output of an AC-DC power supply.

Suppose we wished to take a closer view of this ”ripple” voltage. We want to make the ripples morepronounced on the screen, so that we may better discern their shape. Unfortunately, though, when wedecrease the number of volts per division on the ”vertical” control knob to magnify the vertical amplificationof the oscilloscope, the pattern completely disappears from the screen!

Explain what the problem is, and how we might correct it so as to be able to magnify the ripple voltagewaveform without having it disappear off the oscilloscope screen.

file 00539

34

Question 55

A student just learning to use oscilloscopes connects one directly to the output of a signal generator,with these results:

A B Alt Chop Add

Volts/Div A

Volts/Div B

DC Gnd AC

DC Gnd AC


Position

Position

Position

Off

Beam find

LineExt.

AB

ACDC

NormAutoSingle

Slope

Level

Reset

X-Y

Holdoff

LF RejHF Rej

Triggering

Alt

Ext. input


Sec/Div0.5 0.2 0.1

1

10

5

2

20

50 m

20 m

10 m

5 m

2 m

0.5 0.2 0.11

10

5

2

20

50 m

20 m

10 m

5 m

2 m

1 m5 m

25 m

100 m

500 m

2.51

250 µ50 µ

10 µ

2.5 µ

0.5 µ

0.1 µ0.025 µ

off

Hz

FUNCTION GENERATOR

1 10 100 1k 10k 100k 1M

outputDCfinecoarse

As you can see, the function generator is configured to output a square wave, but the oscilloscope doesnot register a square wave. Perplexed, the student takes the function generator to a different oscilloscope.At the second oscilloscope, the student sees a proper square wave on the screen:

A B Alt Chop Add

Volts/Div A

Volts/Div B

DC Gnd AC

DC Gnd AC


Position

Position

Position

Off

Beam find

LineExt.

AB

ACDC

NormAutoSingle

Slope

Level

Reset

X-Y

Holdoff

LF RejHF Rej

Triggering

Alt

Ext. input


Sec/Div0.5 0.2 0.1

1

10

5

2

20

50 m

20 m

10 m

5 m

2 m

0.5 0.2 0.11

10

5

2

20

50 m

20 m

10 m

5 m

2 m

1 m5 m

25 m

100 m

500 m

2.51

250 µ50 µ

10 µ

2.5 µ

0.5 µ

0.1 µ0.025 µ

off

Hz

FUNCTION GENERATOR

1 10 100 1k 10k 100k 1M

outputDCfinecoarse

It is then that the student realizes the first oscilloscope has its ”coupling” control set to AC, while thesecond oscilloscope was set to DC. Now the student is really confused! The signal is obviously AC, as it

35

oscillates above and below the centerline of the screen, but yet the ”DC” setting appears to give the mostaccurate results: a true-to-form square wave.

How would you explain what is happening to this student, and also describe the appropriate uses of the”AC” and ”DC” coupling settings so he or she knows better how to use it in the future?

file 01854

Question 56

In very simple, qualitative terms, rate the impedance of capacitors and inductors as ”seen” by low-frequency and high-frequency signals alike:

• Capacitor as it ”appears” to a low frequency signal: (high or low) impedance?• Capacitor as it ”appears” to a high frequency signal: (high or low) impedance?

• Inductor as it ”appears” to a low frequency signal: (high or low) impedance?• Inductor as it ”appears” to a high frequency signal: (high or low) impedance?

file 00616

Question 57

Identify these filters as either being ”low-pass” or ”high-pass”, and be prepared to explain your answers:

VinVout Vin Vout

Vin Vout VinVout

file 00615

36

Question 58

Suppose you were installing a high-power stereo system in your car, and you wanted to build a simplefilter for the ”tweeter” (high-frequency) speakers so that no bass (low-frequency) power is wasted in thesespeakers. Modify the schematic diagram below with a filter circuit of your choice:

Amplifier

left right

"Woofer" "Woofer"

"Tweeter" "Tweeter"

Hint: this only requires a single component per tweeter!file 00613

37

Question 59

The superposition principle describes how AC signals of different frequencies may be ”mixed” togetherand later separated in a linear network, without one signal distorting another. DC may also be similarlymixed with AC, with the same results.

This phenomenon is frequently exploited in computer networks, where DC power and AC data signals(on-and-off pulses of voltage representing 1-and-0 binary bits) may be combined on the same pair of wires,and later separated by filter circuits, so that the DC power goes to energize a circuit, and the AC signals goto another circuit where they are interpreted as digital data:

cable

Digital datapulses (AC)

DC power

Filter

Filter


DC power

Filter circuits are also necessary on the transmission end of the cable, to prevent the AC signals frombeing shunted by the DC power supply’s capacitors, and to prevent the DC voltage from damaging thesensitive circuitry generating the AC voltage pulses.

Draw some filter circuits on each end of this two-wire cable that perform these tasks, of separatingthe two sources from each other, and also separating the two signals (DC and AC) from each other at thereceiving end so they may be directed to different loads:


DC power

Digital data

DC power

Filter

Filter

Filter

Filter

Cable

load

load

file 00612

38

Question 60

Draw the Bode plot for an ideal high-pass filter circuit:

Frequency

Vout

Be sure to note the ”cutoff frequency” on your plot.file 00618

Question 61

Draw the Bode plot for an ideal low-pass filter circuit:

Frequency

Vout

Be sure to note the ”cutoff frequency” on your plot.file 01245

Question 62

Identify what type of filter this circuit is, and calculate its cutoff frequency given a resistor value of 1kΩ and a capacitor value of 0.22 µF:

Vout Vin

Calculate the impedance of both the resistor and the capacitor at this frequency. What do you noticeabout these two impedance values?

file 00617

39

Question 63

The formula for determining the cutoff frequency of a simple LR filter circuit looks substantially differentfrom the formula used to determine cutoff frequency in a simple RC filter circuit. Students new to this subjectoften resort to memorization to distinguish one formula from the other, but there is a better way.

In simple filter circuits (comprised of one reactive component and one resistor), cutoff frequency is thatfrequency where circuit reactance equals circuit resistance. Use this simple definition of cutoff frequency toderive both the RC and the LR filter circuit cutoff formulae, where fcutoff is defined in terms of R andeither L or C.

file 02075

Question 64

Identify what type of filter this circuit is, and calculate the size of resistor necessary to give it a cutofffrequency of 3 kHz:

Vin Vout

R

300 mH

file 00619

Question 65

Calculate the power dissipated by this circuit’s load at two different source frequencies: 0 Hz (DC), andfcutoff .

250 Ω

40 mH

Rload

Lfilter

4 VACRMS

What do these figures tell you about the nature of this filter circuit (whether it is a low-pass or ahigh-pass filter), and also about the definition of cutoff frequency (also referred to as f−3dB)?

file 00646

40

Question 66

Real filters never exhibit perfect ”square-edge” Bode plot responses. A typical low-pass filter circuit,for example, might have a frequency response that looks like this:

fcutoff

101 102 103 104 105

Frequency (Hz)

0 dB

-3 dB

-6 dB

-9 dB

-12 dB

-15 dB

Signaloutput

What does the term rolloff refer to, in the context of filter circuits and Bode plots? Why would thisparameter be important to a technician or engineer?

file 01246

Question 67

Explain what a band-pass filter is, and how it differs from either a low-pass or a high-pass filter circuit.Also, explain what a band-stop filter is, and draw Bode plots representative of both band-pass and band-stopfilter types.

file 01859

41

Question 68

A common way of representing complex electronic systems is the block diagram, where specific functionalsections of a system are outlined as squares or rectangles, each with a certain purpose and each having input(s)and output(s). For an example, here is a block diagram of an analog (”Cathode Ray”) oscilloscope, or CRO:

Block diagram of Cathode-Ray Oscilloscope

Cathode-ray tube

Y

XSweep circuits

Triggercircuits

PreampInput

Block diagrams may also be helpful in representing and understanding filter circuits. Consider thesesymbols, for instance:

Which of these represents a low-pass filter, and which represents a high-pass filter? Explain yourreasoning.

Also, identify the new filter functions created by the compounding of low- and high-pass filter ”blocks”:

file 01858

42

Question 69

Plot the typical response of a band-pass filter circuit, showing signal output (amplitude) on the verticalaxis and frequency on the horizontal axis:

Frequency

Amplitude

Also, identify and label the bandwidth of the circuit on your filter plot.file 01564

Question 70

Suppose this band-stop filter were to suddenly start acting as a high-pass filter. Identify a singlecomponent failure that could cause this problem to occur:

C1 C2

C3

R1

R2 R3

Einput Eoutput

file 00621

43

Question 71

Given conditions

Version:

Schematic

Parameters

Vsignal

Competency: Measuring capacitance by AC reactance

Cx

A

Vsignal =

IC at f =

IC at f =

IC at f =

Measured

Cx

Calculated

Cx

Cx

Cx (Average)Cx (With C meter)

file 01920

44

Question 72

Given conditions

Vsupply =

Predicted Measured

Version:

Schematic

Parameters

Vsupply

fsupply =C1 =

C1

R1

R1 =

Competency: Series RC circuit

VC1

VR1

Itotal

Calculations

Fault analysis

Suppose component fails open

shorted

other

What will happen in the circuit?

VC1

VR1

Itotal

IC1

IR1

Write "increase", "decrease", or "no change" for each parameter:

file 01664

45

Question 73

Given conditions

Vsupply =

Predicted Measured

Version:

Schematic

Parameters

Vsupply

fsupply =

R1

R1 =

Itotal

IR1

Competency: Parallel RC circuit

C1

C1 =

IC1

Calculations

Fault analysis

Suppose component fails open

shorted

other

What will happen in the circuit?

Itotal

IR1

IC1 VC1

VR1

Write "increase", "decrease", or "no change" for each parameter:

file 01817

46

Question 74

Given conditions

Version:

Schematic

Parameters

Predicted

fsupply =

θ

Measured

θ

Competency: Time-domain phase shift measurement

Dual oscilloscope trace

Period (divisions)

Shift (divisions)

Shift

Period

C1

R1

C1 = R1 =

A B Alt Chop Add

Volts/Div A

Volts/Div B

DC Gnd AC

DC Gnd AC


Position

Position

Position

Off

Beam find

LineExt.

AB

ACDC

NormAutoSingle

Slope

Level

Reset

X-Y

Holdoff

LF RejHF Rej

Triggering

Alt

Ext. input


Sec/Div0.5 0.2 0.1

1

10

5

2

20

50 m

20 m

10 m

5 m

2 m

0.5 0.2 0.11

10

5

2

20

50 m

20 m

10 m

5 m

2 m

1 m5 m

25 m

100 m

500 m

2.51

250 µ50 µ

10 µ

2.5 µ

0.5 µ

0.1 µ0.025 µ

off

file 01688

47

Question 75

Given conditions

Version:

Parameters

Schematic

Vsignal

Competency: Variable phase shift bridge circuit

R1

R2C1

C2

Vout

Rpot

Vsignal = R1 = R2 =

C1 = C2 =

Rpot =fsignal =

Recommendations

1

2πfCR ≈

Predicted Measured

θVout

θVout

Potentiometer at full-left position

Potentiometer at full-right position

Predicted Measured

Potentiometer at full-left position

Potentiometer at full-right position

Vout

Vout

Rpot >> R1 , R2

file 03468

48

Question 76

Conclusions(i.e. What this tells me . . . )

Troubleshooting log

(i.e. What I did and/or noticed . . . )Actions / Measurements / Observations

file 03933

49

Question 77

NAME: Troubleshooting Grading CriteriaYou will receive the highest score for which all criteria are met.

100 % (Must meet or exceed all criteria listed)A. Absolutely flawless procedureB. No unnecessary actions or measurements taken

90 % (Must meet or exceed these criteria in addition to all criteria for 85% and below)A. No reversals in procedure (i.e. changing mind without sufficient evidence)B. Every single action, measurement, and relevant observation properly documented

80 % (Must meet or exceed these criteria in addition to all criteria for 75% and below)A. No more than one unnecessary action or measurementB. No false conclusions or conceptual errorsC. No missing conclusions (i.e. at least one documented conclusion for action / measurement / observation)

70 % (Must meet or exceed these criteria in addition to all criteria for 65%)A. No more than one false conclusion or conceptual errorB. No more than one conclusion missing (i.e. an action, measurement, or relevant observation without a

corresponding conclusion)

65 % (Must meet or exceed these criteria in addition to all criteria for 60%)A. No more than two false conclusions or conceptual errorsB. No more than two unnecessary actions or measurementsC. No more than one undocumented action, measurement, or relevant observationD. Proper use of all test equipment

60 % (Must meet or exceed these criteria)A. Fault accurately identifiedB. Safe procedures used at all times

50 % (Only applicable where students performed significant development/design work – i.e. not a provencircuit provided with all component values)A. Working prototype circuit built and demonstrated

0 % (If any of the following conditions are true)A. Unsafe procedure(s) used at any point

file 03932

Question 78

Suppose someone were to ask you to differentiate electrical reactance (X) from electrical resistance (R).How would you distinguish these two similar concepts from one another, using your own words?

file 03301

50

Question 79

Explain all the steps necessary to calculate the amount of current in this capacitive AC circuit:

24 V150 Hz

1 µF

file 01551

Question 80

Calculate the total impedance offered by these two capacitors to a sinusoidal signal with a frequency of900 Hz:

C1

C2Ztotal @ 900 Hz = ???

0.33 µF

0.1 µF

Show your work using three different problem-solving strategies:

• Calculating total capacitance (Ctotal) first, then total impedance (Ztotal).• Calculating individual admittances first (YC1 and YC2), then total admittance (Ytotal), then total

impedance (Ztotal).• Using complex numbers: calculating individual impedances first (ZC1 and ZC2), then total impedance

(Ztotal).

Do these two strategies yield the same total impedance value? Why or why not?file 01835

51

Question 81

Examine the following circuits, then label the sides of their respective triangles with all the variablesthat are trigonometrically related in those circuits:

file 03288

Question 82

Draw a phasor diagram showing the trigonometric relationship between resistance, reactance, andimpedance in this series circuit:

5 V RMS350 Hz

2.2 kΩ

R

C

0.22 µF

Show mathematically how the resistance and reactance combine in series to produce a total impedance(scalar quantities, all). Then, show how to analyze this same circuit using complex numbers: regarding eachof the component as having its own impedance, demonstrating mathematically how these impedances addup to comprise the total impedance (in both polar and rectangular forms).

file 01828

52

Question 83

Calculate the total impedance of this RC circuit, once using nothing but scalar numbers, and againusing complex numbers:

R1

C1

Ztotal @ 400 Hz = ???

7.9 kΩ 0.047 µF

file 01838

Question 84

A student is asked to calculate the phase shift for the following circuit’s output voltage, relative to thephase of the source voltage:

C

R

Vsource

Vout

He recognizes this as a series circuit, and therefore realizes that a right triangle would be appropriatefor representing component impedances and component voltage drops (because both impedance and voltageare quantities that add in series, and the triangle represents phasor addition):

R , VR

XC , VCZ

total , Vtotal

θ

Φ

The problem now is, which angle does the student solve for in order to find the phase shift of Vout? Thetriangle contains two angles besides the 90o angle, Θ and Φ. Which one represents the output phase shift,and more importantly, why?

file 03748

53

Question 85

Calculate the output voltage of this phase-shifting circuit, expressing it in polar form (magnitude andphase angle relative to the source voltage):

Vout

Vin

1.2 kHz

2.2 kΩ

0.033 µF

5.4 VAC

file 02621

Question 86

Calculate the output voltage of this phase-shifting circuit, expressing it in polar form (magnitude andphase angle relative to the source voltage):

0.47 µF

Vout

Vin

10 VAC250 Hz

1.5 kΩ

file 02620

Question 87

Determine the input frequency necessary to give the output voltage a phase shift of 70o:

VoutVin

f = ???

0.022 µF

3.3 kΩ

file 02623

54

Question 88


VoutVin

0.01 µF

2.9 kΩf = ???

file 02622

Question 89

Determine the input frequency necessary to give the output voltage a phase shift of -38o:

VoutVin

f = ???

8.1 kΩ

33 nF

file 02626

Question 90

Determine the input frequency necessary to give the output voltage a phase shift of -25o:

VoutVin

f = ??? 0.047 µF

1.7 kΩ

file 02625

55

Question 91


VoutVin

f = ???

27n

C

R5k9

Also, write an equation that solves for frequency (f), given all the other variables (R, C, and phaseangle θ).

file 03284

Question 92

Determine the necessary resistor value to give the output voltage a phase shift of 58o:

VoutC

9 V4.5 kHz

R = ???

33n

Also, write an equation that solves for this resistance value (R), given all the other variables (f , C, andphase angle θ).

file 03285

Question 93

Determine the necessary resistor value to give the output voltage a phase shift of -64o:

Vout

C

R = ???

15n11 V1.3 kHz

Also, write an equation that solves for this resistance value (R), given all the other variables (f , C, andphase angle θ).

file 03287

56

Question 94

Use algebraic substitution to generate an equation expressing the output voltage of the following circuitgiven the input voltage, the input frequency, the capacitor value, and the resistor value:

Vout

Vin

C

R

Vout =file 03818

Question 95

Use algebraic substitution to generate an equation expressing the output voltage of the following circuitgiven the input voltage, the input frequency, the capacitor value, and the resistor value:

Vout

Vin R

C2C1

Vout =file 03819

57

Question 96

Complete the table of values for this circuit, representing all quantities in complex-number form (eitherpolar or rectangular, your choice):

R1 Total

R1 C13.3 µF

C1

17 V

V

I

Z

470 Ω 60 Hz

17 V ∠ 0o

file 03611

Question 97

This phase-shifting bridge circuit is supposed to provide an output voltage with a variable phase shiftfrom -45o (lagging) to +45o (leading), depending on the position of the potentiometer wiper:

R

C R

C

Vout

R = 1

ω CRpot

Rpot >> R

Suppose, though, that the output signal is stuck at +45o leading the source voltage, no matter wherethe potentiometer is set. Identify a likely failure that could cause this to happen, and explain why this failurecould account for the circuit’s strange behavior.

file 03464

58

Question 98


R

C R

C

Vout

R = 1

ω CRpot

Rpot >> R

Suppose, though, that the output signal is stuck at -45o lagging the source voltage, no matter where thepotentiometer is set. Identify a likely failure that could cause this to happen, and explain why this failurecould account for the circuit’s strange behavior.

file 03465

Question 99


R

C R

C

Vout

R = 1

ω CRpot

Rpot >> R

Suppose, though, that the output signal registers as it should with the potentiometer wiper fully to theright, but diminishes greatly in amplitude as the wiper is moved to the left, until there is practically zerooutput voltage at the full-left position. Identify a likely failure that could cause this to happen, and explainwhy this failure could account for the circuit’s strange behavior.

file 03466

59

Question 100

Suppose we have a single resistor powered by two series-connected voltage sources. Each of the voltagesources is ”ideal,” possessing no internal resistance:

5 V 3 V

1 kΩ


Now, suppose we were to remove one voltage source from the circuit, replacing it with its internalresistance (0 Ω). Re-calculate the resistor’s voltage drop and current in the resulting circuit:

3 V

1 kΩ

5 volt sourcereplaced by short

Now, suppose we were to remove the other voltage source from the circuit, replacing it with its internalresistance (0 Ω). Re-calculate the resistor’s voltage drop and current in the resulting circuit:

1 kΩ

replaced by short

5 V

3 volt source


file 00690

60

Question 101

Suppose we have a single resistor powered by two parallel-connected current sources. Each of the currentsources is ”ideal,” possessing infinite internal resistance:

4 A 7 A5 Ω


Now, suppose we were to remove one current source from the circuit, replacing it with its internalresistance (∞ Ω). Re-calculate the resistor’s voltage drop and current in the resulting circuit:

7 A4 A source

replaced by open5 Ω

Now, suppose we were to remove the other current source from the circuit, replacing it with its internalresistance (∞ Ω). Re-calculate the resistor’s voltage drop and current in the resulting circuit:

replaced by open4 A7 A source

5 Ω


file 00693

61

Question 102

Use the Superposition Theorem to calculate the amount of current going through the 55 Ω heaterelement. Ignore all wire and connection resistances, only considering the resistance of each fuse in additionto the heater element resistance:

Generator+

-

Fuse Fuse Fuse

250 VDC

0.15 Ω 0.85 Ω

Generator+

-

246 VDC

Heater55 Ω

0.20 Ω

file 03129

62

Question 103

Suppose a DC generator is powering an electric motor, which we model as a 100 Ω resistor:

Gen

Motor

rgen

vgen 475 V

Rwire

Rwire

0.1 Ω

0.1 Ω

0.3 Ω

Generator

(Modeled as a100 Ω resistor)

Calculate the amount of current this generator will supply to the motor and the voltage measuredacross the motor’s terminals, taking into account all the resistances shown (generator internal resistancergen, wiring resistances Rwire, and the motor’s equivalent resistance).

Now suppose we connect an identical generator in parallel with the first, using connecting wire so shortthat we may safely discount its additional resistance:

GenMotor

rgen

vgen 475 V

Rwire

Rwire

0.1 Ω

0.1 Ω

0.3 Ω

Gen

rgen

vgen 475 V

0.3 Ω

100 Ω

Use the Superposition Theorem to re-calculate the motor current and motor terminal voltage,commenting on how these figures compare with the first calculation (using only one generator).

file 03130

63

Question 104

Electrical signals are frequently used in industrial control applications to communicate informationfrom one device to another. An example of this is motor speed control, where a computer outputs a speedcommand signal to a motor ”drive” circuit, which then provides metered power to an electric motor:

Computer

To source of3-phase AC power

Motor

Two-wire cable Motordrive

Input Output

Two common standards for analog control signals are 1-5 volts DC and 4-20 mA DC. In either case, themotor will spin faster when this signal from the computer grows in magnitude (1 volt = motor stopped, 5volts = motor runs at full speed; or 4 mA = motor stopped, 20 mA = motor runs at full speed).

At first, it would seem as though the choice between 1-5 volts and 4-20 mA as control signal standardsis arbitrary. However, one of these standards exhibits much greater immunity to induced noise along thetwo-wire cable than the other. Shown here are two equivalent schematics for these signal standards, completewith an AC voltage source in series to represent the ”noise” voltage picked up along the cable’s length:

Computer

Vnoise

Motor driveinput

1 MΩ

Computer

Vnoise

Motor driveinput

4-20 mA 250 Ω

1-5 VDC

Use the superposition theorem to qualitatively determine which signal standard drops the greatestamount of noise voltage across the motor drive input’s resistance, thereby most affecting the motor speedcontrol.

file 03221

64

Question 105

Sketch the approximate waveform of this circuit’s output signal (Vout) on the screen of the oscilloscope:

A B Alt Chop Add

Volts/Div A

Volts/Div B

DC Gnd AC

DC Gnd AC


Position

Position

Position

Off

Beam find

LineExt.

AB

ACDC

NormAutoSingle

Slope

Level

Reset

X-Y

Holdoff

LF RejHF Rej

Triggering

Alt

Ext. input


Sec/Div0.5 0.2 0.1

1

10

5

2

20

50 m

20 m

10 m

5 m

2 m

0.5 0.2 0.11

10

5

2

20

50 m

20 m

10 m

5 m

2 m

1 m5 m

25 m

100 m

500 m

2.51

250 µ50 µ

10 µ

2.5 µ

0.5 µ

0.1 µ0.025 µ

off

Vout

10 kΩ

10 kΩ

47 µF

1 Vpeak

12 V

1.6 kHz

Hint: use the Superposition Theorem!

file 03502

65

Question 106

Sketch the approximate waveform of this circuit’s output signal (Vout) on the screen of the oscilloscope:

A B Alt Chop Add

Volts/Div A

Volts/Div B

DC Gnd AC

DC Gnd AC


Position

Position

Position

Off

Beam find

LineExt.

AB

ACDC

NormAutoSingle

Slope

Level

Reset

X-Y

Holdoff

LF RejHF Rej

Triggering

Alt

Ext. input


Sec/Div0.5 0.2 0.1

1

10

5

2

20

50 m

20 m

10 m

5 m

2 m

0.5 0.2 0.11

10

5

2

20

50 m

20 m

10 m

5 m

2 m

1 m5 m

25 m

100 m

500 m

2.51

250 µ50 µ

10 µ

2.5 µ

0.5 µ

0.1 µ0.025 µ

off

Vout

peak

12 V

11 kΩ

33 kΩ

2 V

50 kHz

3.3 µF

Hint: use the Superposition Theorem!

file 03503

Question 107

Audio headphones make highly sensitive voltage detectors for AC signals in the audio frequency range.However, the small speakers inside headphones are quite easily damaged by the application of DC voltage.

Explain how a capacitor could be used as a ”filtering” device to allow AC signals through to a pair ofheadphones, yet block any applied DC voltage, so as to help prevent accidental damage of the headphoneswhile using them as an electrical instrument.

The key to understanding how to answer this question is to recognize what a capacitor ”appears as” toAC signals versus DC signals.

file 01395

66

Question 108

Suppose a friend wanted to install filter networks in the ”woofer” section of their stereo system, toprevent high-frequency power from being wasted in speakers incapable of reproducing those frequencies. Tothis end, your friend installs the following resistor-capacitor networks:

Amplifier

left right

"Woofer" "Woofer"

"Tweeter" "Tweeter"

Filter Filter

After examining this schematic, you see that your friend has the right idea in mind, but implemented itincorrectly. These filter circuits would indeed block high-frequency signals from getting to the woofers, butthey would not actually accomplish the stated goal of minimizing wasted power.

What would you recommend to your friend in lieu of this circuit design?file 00614

Question 109

It is common in audio systems to connect a capacitor in series with each ”tweeter” (high-frequency)speaker to act as a simple high-pass filter. The choice of capacitors for this task is important in a high-poweraudio system.

A friend of mine once had such an arrangement for the tweeter speakers in his car. Unfortunately,though, the capacitors kept blowing up when he operated the stereo at full volume! Tired of replacing thesenon-polarized electrolytic capacitors, he came to me for advice. I suggested he use mylar or polystyrenecapacitors instead of electrolytics. These were a bit more expensive than electrolytic capacitors, but theydid not blow up. Explain why.

file 03467

67

Question 110

Controlling electrical ”noise” in automotive electrical systems can be problematic, as there are manysources of ”noise” voltages throughout a car. Spark ignitions and alternators can both generate substantialnoise voltages, superimposed on the DC voltage in a car’s electrical system. A simple way to electricallymodel this noise is to draw it as an AC ”noise voltage” source in series with the DC source. If this noiseenters a radio or audio amplifier, the result will be an irritating sound produced at the speakers:

VDC

Vnoise

SpeakersRadio/

amplifier

What would you suggest as a ”fix” for this problem if a friend asked you to apply your electronicsexpertise to their noisy car audio system? Be sure to provide at least two practical suggestions.

file 03510

Question 111

Plot the typical response of a band-stop filter circuit, showing signal output (amplitude) on the verticalaxis and frequency on the horizontal axis:

Frequency

Amplitude

Also, identify and label the bandwidth of the circuit on your filter plot.file 01951

68

Question 112

Plot the typical frequency responses of four different filter circuits, showing signal output (amplitude)on the vertical axis and frequency on the horizontal axis:

f

Vout

f

Vout

f

Vout

f

Vout

Low-pass High-pass

Band-pass Band-stop

Also, identify and label the bandwidth of the filter circuit on each plot.file 02571

69

Question 113

The following circuit is called a twin-tee filter:

Vin Vout

R R

2C

C C

R

2

Research the equation predicting this circuit’s ”notch” frequency, given the component value ratiosshown.

fnotch =

file 02579

70

Answers

Answer 1

As a general rule, capacitors oppose change in voltage, and they do so by producing a current.

A capacitor will pass a greater amount of AC current, given the same AC voltage, at a greater frequency.

Answer 2

Time

0

e C

e

i = 0

i = -(maximum)

i = +(maximum)

For a capacitor, voltage is lagging and current is leading, by a phase shift of 90o.

Answer 3

I’ll let you figure this out on your own!

Answer 4

The opposition to AC current (”reactance”) of a capacitor decreases as frequency increases. We referto this opposition as ”reactance” rather than ”resistance” because it is non-dissipative in nature. In otherwords, reactance causes no power to leave the circuit.

Answer 5

The current will increase.

Follow-up question: combine the physical capacitance equation and the capacitive reactance equationtogether to form a new equation that solves for reactance (XC) given all the physical specifications of thecapacitor (plate area, spacing, and permittivity) and the applied frequency:

C =ǫA

dXC =

1

2πfC

71

Answer 6

XC =1

2πfC

The current through this capacitor is 19.91 mA RMS.

Answer 7

f = 241.1 Hz

Answer 8

C =I

2πfV

Answer 9

Ztotal = 5 kΩ.

Answer 10

E = IZ

I =E

Z

Z =E

I

If using phasor quantities (complex numbers) for voltage, current, and impedance, the proper way towrite these equations is as follows:

E = IZ

I =E

Z

Z =E

I

Bold-faced type is a common way of denoting vector quantities in mathematics.

Answer 11

ZC = 15.92 kΩ 6 -90o

72

Answer 12

Time

e

i

ei p

Answer 13

Time

e

i

e

ip

The mnemonic phrase, ”ELI the ICE man” indicates that this phase shift is due to a capacitance ratherthan an inductance.

Answer 14

• A resistor with 500 Ω of resistance: 500 Ω 6 0o or 500 + j0 Ω• An inductor with 1.2 kΩ of reactance: 1.2 kΩ 6 90o or 0 + j1.2k Ω• A capacitor with 950 Ω of reactance: 950 Ω 6 -90o or 0 - j950 Ω• A resistor with 22 kΩ of resistance: 22 kΩ 6 0o or 22k + j0 Ω• A capacitor with 50 kΩ of reactance: 50 kΩ 6 -90o or 0 - j50k Ω• An inductor with 133 Ω of reactance: 133 Ω 6 90o or 0 + j133 Ω

Follow-up question: what would the phasors look like for resistive, inductive, and capacitive impedances?

73

Answer 15

The stray capacitance existing between the open contacts of the breaker provides a high-impedancepath for AC voltage to reach the voltmeter test leads.

Follow-up question: while the measured voltage in this case was well below the general industry thresholdfor shock hazard (30 volts), a slightly different scenario could have resulted in a much greater ”phantom”voltage measurement. Could a capacitively-coupled voltage of this sort possibly pose a safety hazard? Whyor why not?

Challenge question: is it possible for the technician to discern whether or not the 3.51 volts measuredby the voltmeter is ”real”? In other words, what if this small voltage is not the result of stray capacitanceacross the breaker contacts, but rather some other source of AC capable of delivering substantial current?How can the technician determine whether or not the 3.51 volts is capable of sourcing significant amountsof current?

Answer 16

X = 214.2 Ω, as calculated by an algebraically manipulated version of the Pythagorean Theorem.

Answer 17

X = 9.063 kΩ

Answer 18

R = 2.165 kΩX = 1.25 kΩ

Answer 19

Itotal = 131.2 mAΘ = 40.36o

Follow-up question: in calculating Θ, it is recommended to use the arctangent function instead of eitherthe arcsine or arc-cosine functions. The reason for doing this is accuracy: less possibility of compounded error,due to either rounding and/or calculator-related (keystroke) errors. Explain why the use of the arctangentfunction to calculate Θ incurs less chance of error than either of the other two arcfunctions.

Answer 20

G = 24.75 µS

Follow-up question: how much resistance is this, in ohms?

Answer 21

Vout = 1.754 V 6 0o

Follow-up question #1: explain why the division ratio of a capacitive voltage divider remains constantwith changes in signal frequency, even though we know that the reactance of the capacitors (XC1 and XC2)will change.

Follow-up question #2: one interesting feature of capacitive voltage dividers is that they harbor thepossibility of electric shock after being disconnected from the voltage source, if the source voltage is highenough and if the disconnection happens at just the right time. Explain why a capacitive voltage dividerposes this threat whereas a resistive voltage divider does not. Also, identify what the time of disconnectionfrom the AC voltage source has to do with shock hazard.

74

Answer 22

I’ll let you figure out how to explain the operation of this test setup. The formula you would use lookslike this:

Cx =1

2πfR

Follow-up question: could you use a similar setup to measure the inductance of an unknown inductorLx? Why or why not?

Challenge question: astute observers will note that this setup might not work in real life because theground connection of the oscilloscope is not common with one of the function generator’s leads. Explain whythis might be a problem, and suggest a practical solution for it.

Answer 23

AC voltages still add in series, but phase must also be accounted for when doing so. Unfortunately,multimeters provide no indication of phase whatsoever, and thus do not provide us with all the informationwe need. (Note: just by looking at this circuit’s components, though, you should still be able to calculatethe correct result for total voltage and validate the measurements.)

I’ll let you determine how to disprove the two incorrect explanations offered by the other students!

Challenge question: calculate a set of possible values for the capacitor and resistor that would generatethese same voltage drops in a real circuit. Hint: you must also decide on a value of frequency for the powersource.

Answer 24

Ztotal =√

R2 + X2

Answer 25

Vtotal = 3.672 volts, as calculated by the Pythagorean Theorem

Answer 26

Θ = 26.51o

Challenge question: explain how the following phasor diagram was determined for this problem:

4.17 V

2.08 V

4.66 V

26.51o

75

Answer 27

I = 3.732206 mA 6 89.89o for the real capacitor with ESR.

I = 3.732212 mA 6 90.00o for the ideal capacitor.

Follow-up question #1: can this ESR be detected by a DC meter check of the capacitor? Why or whynot?

Follow-up question #2: explain how the ESR of a capacitor can lead to physical heating of thecomponent, especially under high-voltage, high-frequency conditions. What safety concerns might ariseas a result of this?

Answer 28

VC = 14.39 volts RMSVR = 4.248 volts RMSI = 903.9 µA RMS

Follow-up question: identify the consequences of a shorted capacitor in this circuit, with regard to circuitcurrent and component voltage drops.

Answer 29

VC = 47.56 volts peakVR = 6.508 volts peakI = 1.972 milliamps peakΘZ = −82.21o

Follow-up question: what would we have to do to get these answers in units RMS instead of units”peak”?

Answer 30

• Itotal = 2.269 mA• VC1 = 3.041 V• VC2 = 5.354 V• VR1 = 15.43 V• VR2 = 2.723 V• Θ = −24.82o (voltage lagging current)

I suggest using a dual-trace oscilloscope to measure total voltage (across the supply terminals) andvoltage drop across resistor R2. Theoretically, measuring the voltage dropped by either resistor would befine, but R2 works better for practical reasons (oscilloscope input lead grounding). Phase shift then couldbe measured either in the time domain or by a Lissajous figure analysis.

Answer 31

VC1 = 0.921 V 6 − 52.11o

VC2 = 0.921 V 6 − 52.11o

VR1 = 1.184 V 6 37.90o

Follow-up question: how much phase shift is there between the capacitors’ voltage drop and the resistor’svoltage drop? Explain why this value is what it is.

76

Answer 32

EC phase shift = -76.7o

Challenge question: what effect will a change in potentiometer setting have on this phase angle?Specifically, will increasing the resistance make the phase shift approach -90o or approach 0o?

Answer 33

Ytotal =√

G2 + B2

Follow-up question #1: draw a phasor diagram showing how Y , G, and B relate.

Follow-up question #2: re-write this equation using quantities of resistance (R), reactance (X), andimpedance (Z), instead of conductance (G), susceptance (B), and admittance (Y ).

Answer 34

First strategy:Ctotal = 0.18 µFZtotal = 221 Ω

Second strategy:YC1 = 2.51 mSYC2 = 1.18 mSYC3 = 829 µSYtotal = 4.52 mSZtotal = 221 Ω

Answer 35

Ztotal = 391.4 Ω 6 -39.9o

YR1 = 1.961 mS

YC1 = 1.638 mSYtotal = 2.555 mS

39.9o

77

Answer 36

100 Hz 470 Ω 290 Hz 1.5 kΩ

100 Hz 470 Ω 290 Hz 1.5 kΩ

3.3 µF

3.3 µF

0.1 µF

0.22 µF

0.1 µF 0.22 µF

Ztotal = 673.4 Ω ∠ -45.74o

Ztotal = 336.6 Ω ∠ -44.26o

Ztotal = 8.122 kΩ ∠ -79.36o

Ztotal = 1.129 kΩ ∠ -41.17o

Answer 37

• ΘI(R) = 0o

• ΘI(C) = 90o

• ΘI(total) = some positive angle between 0o and 90o, exclusive

Answer 38

I = 56.548671 mA 6 89.98o for the real capacitor with leakage resistance.I = 56.548668 mA 6 90.00o for the ideal capacitor.

Answer 39

Zinput = 52.98 kΩ at 150 kHz

Follow-up question: what are the respective input impedances for ideal voltmeters and ideal ammeters?Explain why each ideal instrument needs to exhibit these impedances in order to accurately measure voltageand current (respectively) with the least ”impact” to the circuit under test.

Answer 40

C = 562.2 nF

78

Answer 41

Original circuit: ER = 2 volts ; IR = 2 mA

With 3 volt voltage source only: ER = 3 volts ; IR = 3 mA


5 volts - 3 volts = 2 volts5 mA - 3 mA = 2 mA

Answer 42

Original circuit: ER = 55 volts ; IR = 11 A

With 7 amp current source only: ER = 35 volts ; IR = 7 A


35 volts + 20 volts = 55 volts7 A + 4 A = 11 A

Answer 43

There are plenty of textbook references to the Superposition Theorem and where it may be applied. I’lllet you do your own research here!

Answer 44

This is easy enough for you to research on your own!

Answer 45

To apply the Superposition Theorem to the analysis of Rload’s current, you must consider each sourceacting alone, then algebraically combine the results of each analysis.

Iload = 6.623 mA

Answer 46

The Superposition Theorem cannot be directly used to calculate power.

Answer 47

Igenerator = 16.82 A

Ibattery1 = 13.91 A

Ibattery2 = 2.91 A

Follow-up question: identify any safety hazards that could arise as a result of excessive resistance in thefuse holders (e.g., corrosion build-up on the metal tabs where the fuse clips in to the fuse-holder).

Answer 48

As each source is considered separately, the reactive components ensure each load receives the correctsource voltage, with no interference.

79

Answer 49

Vout

The ”superposition principle” states that when two or more waveforms mix together in a linear network,the result is the sum of the waveforms. That is, the waveforms simply add up to make a total, and are not”irrevocably affected” by one another. The question, then, is really: what constitutes a linear network?

Answer 50

A chord is a mixture of three of more notes. On an oscilloscope, it would appear to be a very complexwaveform, very non-sinusoidal.

Note: if you want to see this form yourself without going through the trouble of setting up a musicalkeyboard (or piano) and oscilloscope, you may simulate it using a graphing calculator or computer program.Simply graph the sum of three waveforms with the following frequencies:

• 261.63 Hz (middle ”C”)• 329.63 Hz (”E”)• 392.00 Hz (”G”)

Answer 51

A spectrum analyzer.

Challenge questions: two similar instruments are the wave analyzer and the Fourier analyzer. Explainhow both these instruments are similar in function to a spectrum analyzer, and also how both differ.

Answer 52

The ”DC” setting allows the oscilloscope to display all components of the signal voltage, both AC andDC, while the ”AC” setting blocks all DC within the signal, to only display the varying (AC) portion of thesignal on the screen.

Answer 53

Signal input Signal outputto vertical amplifier

Switch shown in "AC" position

80

Answer 54

The problem is that the vertical axis input is DC-coupled.

Follow-up question: predict the frequency of the ripple voltage in this power supply circuit.

Answer 55

”DC” does not imply that the oscilloscope can only show DC signals and not AC signals, as manybeginning students think. Rather, the ”DC” setting is the one that should be first used to measure allsignals, with the ”AC” setting engaged only as needed.

Answer 56

• Capacitor as it ”appears” to a low frequency signal: high impedance.• Capacitor as it ”appears” to a high frequency signal: low impedance.

• Inductor as it ”appears” to a low frequency signal: low impedance.• Inductor as it ”appears” to a high frequency signal: high impedance.

Challenge question: what does a capacitor ”appear” as to a DC signal?

Answer 57

VinVout Vin Vout

Vin Vout VinVout

Low-pass High-pass

High-passLow-pass

81

Answer 58

Amplifier

left right

"Woofer" "Woofer"

"Tweeter" "Tweeter"

C C

Follow-up question: what type of capacitor would you recommend using in this application (electrolytic,mylar, ceramic, etc.)? Why?

Answer 59


DC power

Digital data

DC power

Filter

Filter

Filter

Filter

Cable

load

load

Follow-up question #1: how might the superposition theorem be applied to this circuit, for the purposesof analyzing its function?

Follow-up question #2: suppose one of the capacitors were to fail shorted. Identify what effect, if any,this would have on the operation of the circuit. What if two capacitors were to fail shorted? Would it matterif those two capacitors were both on either the transmitting or the receiving side, or if one of the failedcapacitors was on the transmitting side and the other was on the receiving side?

82

Answer 60

Vout

fcutoff

Follow-up question: a theoretical filter with this kind of idealized response is sometimes referred to asa ”brick wall” filter. Explain why this name is appropriate.

Answer 61

Vout

fcutoff

Follow-up question: a theoretical filter with this kind of idealized response is sometimes referred to asa ”brick wall” filter. Explain why this name is appropriate.

Answer 62

This is a low-pass filter.

fcutoff = 723.4 Hz

Answer 63

fcutoff =1

2πRC(For simple RC filter circuits)

fcutoff =R

2πL(For simple LR filter circuits)

83

Answer 64

This is a high-pass filter.

R = 2πfL

R = 5.65 kΩ

Answer 65

Pload @ f = 0 Hz = 64 mW

Pload @ fcutoff = 32 mW

These load dissipation figures prove this circuit is a low-pass filter. They also demonstrate that the loaddissipation at fcutoff is exactly half the amount of power the filter is capable of passing to the load underideal (maximum) conditions.

Answer 66

”Rolloff” refers to the slope of the Bode plot in the attenuating range of the filter circuit, usuallyexpressed in units of decibels per octave (dB/octave) or decibels per decade (dB/decade):

101 102 103 104 105

Frequency (Hz)

0 dB

-3 dB

-6 dB

-9 dB

-12 dB

-15 dB

Signaloutput

rolloffrolloff

rolloff

Answer 67

A band-pass filter passes only those frequencies falling within a specified range, or ”band.” A band-stopfilter, sometimes referred to as a notch filter, does just the opposite: it attenuates frequencies falling withina specified band.

Challenge question: what type of filter, band-pass or band-stop, do you suppose is used in a radioreceiver (tuner)? Explain your reasoning.

84

Answer 68

Band-pass filter

Band-stop filter

Answer 69

Frequency

Amplitude

The bandwidth of a band-pass filter circuit is that range of frequencies where the output amplitude isat least 70.7% of maximum:

Frequency

Amplitude

BW

Maximum output

70.7% of max. output

Answer 70

If resistor R3 failed open, it would cause this problem. However, this is not the only failure that couldcause the same type of problem!

85

Answer 71

Use circuit simulation software to verify your predicted and measured parameter values.

Answer 72


Answer 73


Answer 74


Answer 75


Answer 76

I do not provide a grading rubric here, but elsewhere.

Answer 77

Be sure to document all steps taken and conclusions made in your troubleshooting!

Answer 78

It is really important for you to frame this concept in your own words, so be sure to check with yourinstructor on the accuracy of your answer to this question! To give you a place to start, I offer this distinction:resistance is electrical friction, whereas reactance is electrical energy storage. Fundamentally, the differencebetween X and R is a matter of energy exchange, and it is understood most accurately in those terms.

Answer 79

I = 22.6 mA

Answer 80

First strategy:Ctotal = 0.43 µFXtotal = 411.3 ΩZtotal = 411.3 Ω 6 − 90o or Ztotal = 0 − j411.3 Ω

Second strategy:ZC1 = XC1 = 535.9 Ω

YC1 = 1ZC1

= 1.866 mS

ZC1 = XC2 = 1.768 kΩ

YC2 = 1ZC2

= 565.5 µS

Ytotal = 2.432 mS

Ztotal = 1Ytotal

= 411.3 Ω

Third strategy: (using complex numbers)XC1 = 535.9 Ω ZC1 = 535.9 Ω 6 − 90o

XC2 = 1.768 kΩ ZC1 = 1.768 kΩ 6 − 90o

Ztotal = 411.3 Ω 6 − 90o or Ztotal = 0 − j411.3 Ω

86

Answer 81

IT

IR

IL

BL

YT

IT

YT

IR

IC

BC

L R

R R

R

L

CC

ZT

VT

VR R

VC

XC

G

G

ZT

VT

VR R

VL

XL

Answer 82

R = 2.2 kΩ

XC = 2.067 kΩ

Ztotal = 3.019 kΩ

Scalar calculationsR = 2.2 kΩ XC = 2.067 kΩ

Zseries =√

R2 + XC2

Zseries =√

22002 + 20672 = 3019 Ω

Complex number calculationsZR = 2.2 kΩ 6 0o ZC = 2.067 kΩ 6 − 90o (Polar form)ZR = 2.2 kΩ + j0 Ω ZC = 0 Ω − j2.067 kΩ (Rectangular form)

Zseries = Z1 + Z2 + · · ·Zn (General rule of series impedances)Zseries = ZR + ZC (Specific application to this circuit)

Zseries = 2.2 kΩ 6 0o + 2.067 kΩ 6 − 90o = 3.019 kΩ 6 − 43.2o

Zseries = (2.2 kΩ + j0 Ω) + (0 Ω − j2.067 kΩ) = 2.2 kΩ − j2.067 kΩ

87

Answer 83

Scalar calculationsR1 = 7.9 kΩ GR1 = 126.6 µSXC1 = 8.466 kΩ BC1 = 118.1 µSYtotal =

√G2 + B2 = 173.1 µS

Ztotal = 1Ytotal

= 5.776 kΩ

Complex number calculationsR1 = 7.9 kΩ ZR1 = 7.9 kΩ 6 0o

XC1 = 8.466 kΩ ZC1 = 8.466 kΩ 6 − 90o

Ztotal = 11

ZR1+ 1

ZC1

= 5.776 kΩ 6 − 43.02o

Answer 84

The proper angle in this circuit is Θ, and it will be a positive (leading) quantity.

Answer 85

Vout = 2.593 V 6 61.3o

Answer 86

Vout = 6.7 V 6 -47.9o

Answer 87

f = 798 Hz

Answer 88

f = 6.54 kHz

Answer 89

f = 465 Hz

Answer 90

f = 929 Hz

Answer 91

f = 2.143 kHz

f =1

2πRC tan θ

Answer 92

R = 669.7 Ω

R =1

2πfC tan θ

88

Answer 93

R = 16.734 kΩ

R = −tan θ

2πfC

Answer 94

Vout =R Vin

√

(

12πfC

)2

+ R2

Answer 95

Vout =R Vin

√

(

C1+C2

2πfC1C2

)2

+ R2

Answer 96

R1 Total

R1 C13.3 µF

C1

17 V

V

I

Z

470 Ω 60 Hz

17 V ∠ 0o

470 Ω ∠ 0o 803.8 Ω ∠ -90o

41.9 mA ∠ 30.3o

405.7 Ω ∠ -30.3o

17 V ∠ 0o 17 V ∠ 0o

21.15 mA ∠ 90o36.17 mA ∠ 0o

89

Answer 97

A broken connection between the left-hand terminal of the potentiometer and the bridge could causethis to happen:

R

C R

C

Vout

break!

I’ll let you figure out why!

Answer 98

A broken connection between the right-hand terminal of the potentiometer and the bridge could causethis to happen:

R

C R

C

Vout

break!

I’ll let you figure out why!

90

Answer 99

An open failure of the fixed resistor in the upper-left arm of the bridge could cause this to happen:

C R

C

Vout

faile

d op

en!

Follow-up question: identify another possible component failure that would exhibit the same symptoms.

Answer 100

Original circuit: ER = 8 volts ; IR = 8 mA



5 volts + 3 volts = 8 volts5 mA + 3 mA = 8 mA

Answer 101

Original circuit: ER = 15 volts ; IR = 3 A



35 volts - 20 volts = 15 volts7 A - 4 A = 3 A

91

Answer 102

Iheater = 4.439 A

Follow-up question: explain how you could use the Superposition Theorem to calculate current goingthrough the short length of wire connecting the two generators together:

Generator+

-

Fuse Fuse Fuse

250 VDC

0.15 Ω 0.85 Ω

Generator+

-

246 VDC

Heater55 Ω

0.20 Ω

I = ???

Answer 103

With only one generator connected:Imotor = 4.726 amps Vmotor = 472.6 volts

With two generators connected:Imotor = 4.733 amps Vmotor = 473.3 volts

Challenge question: how much current does each generator supply to the circuit when there are twogenerators connected in parallel?

Answer 104

The motor drive input in the 1-5 volt signal system ”sees” more noise voltage than the motor driveinput in the 4-20 mA signal system.

Follow-up question: what bad effects do you think noise superimposed on the DC signal cable wouldhave on motor speed control?

Challenge question: why do you suppose the 1-5 volt signal system requires a much greater inputimpedance (1 MΩ) than the 4-20 mA signal system? What might happen to the voltage signal received atthe motor drive’s input terminals if the input resistance were much less?

92

Answer 105

A B Alt Chop Add

Volts/Div A

Volts/Div B

DC Gnd AC

DC Gnd AC


Position

Position

Position

Off

Beam find

LineExt.

AB

ACDC

NormAutoSingle

Slope

Level

Reset

X-Y

Holdoff

LF RejHF Rej

Triggering

Alt

Ext. input


Sec/Div0.5 0.2 0.1

1

10

5

2

20

50 m

20 m

10 m

5 m

2 m

0.5 0.2 0.11

10

5

2

20

50 m

20 m

10 m

5 m

2 m

1 m5 m

25 m

100 m

500 m

2.51

250 µ50 µ

10 µ

2.5 µ

0.5 µ

0.1 µ0.025 µ

off

Vout

10 kΩ

10 kΩ

47 µF

1 Vpeak

12 V

1.6 kHz

Follow-up question: what would the oscilloscope display look like if the coupling switch for channel Ahad been set to ”AC” instead of ”DC”?

93

Answer 106

A B Alt Chop Add

Volts/Div A

Volts/Div B

DC Gnd AC

DC Gnd AC


Position

Position

Position

Off

Beam find

LineExt.

AB

ACDC

NormAutoSingle

Slope

Level

Reset

X-Y

Holdoff

LF RejHF Rej

Triggering

Alt

Ext. input


Sec/Div0.5 0.2 0.1

1

10

5

2

20

50 m

20 m

10 m

5 m

2 m

0.5 0.2 0.11

10

5

2

20

50 m

20 m

10 m

5 m

2 m

1 m5 m

25 m

100 m

500 m

2.51

250 µ50 µ

10 µ

2.5 µ

0.5 µ

0.1 µ0.025 µ

off

Vout

peak

12 V

11 kΩ

33 kΩ

2 V

50 kHz

3.3 µF

Follow-up question: explain why it is acceptable to use a polarized (polarity-sensitive) capacitor in thiscircuit when it is clearly connected to a source of AC. Why is it not damaged by the AC voltage when usedlike this?

Answer 107

Connect a capacitor in series with the headphone speakers.

Answer 108

Rather than use a ”shunting” form of low-pass filter (resistor and capacitor), a ”blocking” form oflow-pass filter (inductor) should be used instead.

Answer 109

The issue here was not polarity (AC versus DC), because these were non-polarized electrolytic capacitorswhich were blowing up. What was an issue was ESR (Equivalent Series Resistance), which electrolyticcapacitors are known to have high values of.

94

Answer 110

This is perhaps the easiest solution, to install a very large capacitor (Chuge) in parallel with the audioload:

VDC

Vnoise

SpeakersRadio/

amplifierChuge

Other, more sophisticated solutions exist, however!

Follow-up question: use superposition theorem to show why the capacitor mitigates the electrical noisewithout interfering with the transfer of DC power to the radio/amplifier.

Answer 111

Frequency

Amplitude

The bandwidth of a band-stop filter circuit is that range of frequencies where the output amplitude isreduced to at least 70.7% of full attenuation:

Frequency

Amplitude

BW

Full attenuation

70.7% attenuation

95

Answer 112

f

Vout

f

Vout

f

Vout

f

Vout

Low-pass High-pass

Band-pass Band-stop

Bandwidth Bandwidth

Bandwidth

Bandwidth

70.7% 70.7%

70.7%70.7%

70.7%70.7%

fc fc

fc1 fc2 fc1 fc2

Answer 113

fnotch =1

2πRC

96

Notes

Notes 1

This question is an exercise in qualitative thinking: relating rates of change to other variables, withoutthe use of numerical quantities. The general rule stated here is very, very important for students to master,and be able to apply to a variety of circumstances. If they learn nothing about capacitors except for thisrule, they will be able to grasp the function of a great many capacitor circuits.

Notes 2

This question is an excellent application of the calculus concept of the derivative: relating one function(instantaneous current, i) with the instantaneous rate-of-change of another function (voltage, de

dt).

Notes 3

This feature of capacitors is extremely useful in electronic circuitry. Your students will find manyapplications of it later on in their studies!

Notes 4

Ask your students to define the relationship between capacitor reactance and frequency as either”directly proportional” or ”inversely proportional”. These are two phrases used often in science andengineering to describe whether one quantity increases or decreases as another quantity increases. Yourstudents definitely need to be familiar with both these phrases, and be able to interpret and use them intheir technical discussions.

Also, discuss the meaning of the word ”non-dissipative” in this context. How could we prove that theopposition to current expressed by a capacitor is non-dissipative? What would be the ultimate test of this?

Notes 5

Students might be able to guess the correct answer even if they know nothing about capacitive reactance,just by assuming that closer plates means a more complete circuit. The real answer is more complex thanthis, though, and that is what you must draw out of the discussion with them.

Notes 6

I have consistently found that qualitative (greater than, less than, or equal) analysis is much moredifficult for students to perform than quantitative (punch the numbers on a calculator) analysis. Yet, I haveconsistently found on the job that people lacking qualitative skills make more ”silly” quantitative errorsbecause they cannot validate their calculations by estimation.

In light of this, I always challenge my students to qualitatively analyze formulae when they are firstintroduced to them. Ask your students to identify what will happen to one term of an equation if anotherterm were to either increase, or decrease (you choose the direction of change). Use up and down arrowsymbols if necessary to communicate these changes graphically. Your students will greatly benefit in theirconceptual understanding of applied mathematics from this kind of practice!

Notes 7

Be sure to ask your students to demonstrate the algebraic manipulation of the original formula, inproviding the answer to this question. Algebraic manipulation of equations is a very important skill to have,and it comes only by study and practice.

Notes 8

Ask your students to show how they arrived at the formula for calculating C. The algebra is not difficult,but some substitution is required.

97

Notes 9

Students may experience difficulty arriving at the same quantity for impedance shown in the answer. Ifthis is the case, help them problem-solve by suggesting they simplify the problem: short past one of theload components and calculate the new circuit current. Soon they will understand the relationship betweentotal circuit opposition and total circuit current, and be able to apply this concept to the original problem.

Ask your students why the quantities of 3 kΩ and 4 kΩ do not add up to 7 kΩ like they would if theywere both resistors. Does this scenario remind them of another mathematical problem where 3 + 4 = 5?Where have we seen this before, especially in the context of electric circuits?

Once your students make the cognitive connection to trigonometry, ask them the significance of thesenumbers’ addition. Is it enough that we say a component has an opposition to AC of 4 kΩ, or is there moreto this quantity than a single, scalar value? What type of number would be suitable for representing such aquantity, and how might it be written?

Notes 10

Although the use of phasor quantities for voltage, current, and impedance in the AC form of Ohm’sLaw yields certain distinct advantages over scalar calculations, this does not mean one cannot use scalarquantities. Often it is appropriate to express an AC voltage, current, or impedance as a simple scalar number.

Notes 11

This is a challenging question, because it asks the student to defend the application of phase angles to atype of quantity that does not really possess a wave-shape like AC voltages and currents do. Conceptually,this is difficult to grasp. However, the answer is quite clear through the Ohm’s Law calculation (Z = E

I).

Although it is natural to assign a phase angle of 0o to the 48 volt supply, making it the referencewaveform, this is not actually necessary. Work through this calculation with your students, assuming differentangles for the voltage in each instance. You should find that the impedance computes to be the same exactquantity every time.

Notes 12

Ask your students to observe the waveform shown in the answer closely, and determine what signthe power values always are. Note how the voltage and current waveforms alternate between positive andnegative, but power does not. Of what significance is this to us? What does this indicate about the natureof a load with an impedance phase angle of 0o?

Notes 13

Ask your students to observe the waveform shown in the answer closely, and determine what sign thepower values are. Note how the power waveform alternates between positive and negative values, just as thevoltage and current waveforms do. Ask your students to explain what negative power could possibly mean.

Of what significance is this to us? What does this indicate about the nature of a load with an impedancephase angle of -90o?

The phrase, ”ELI the ICE man” has been used be generations of technicians to remember the phaserelationships between voltage and current for inductors and capacitors, respectively. One area of trouble I’venoted with students, though, is being able to interpret which waveform is leading and which one is lagging,from a time-domain plot such as this.

Notes 14

In your discussion with students, emphasize the consistent nature of phase angles for impedances of”pure” components.

98

Notes 15

I cannot tell you how many times I encountered this phenomenon: ”phantom” AC voltages registeredby high-impedance DMM’s in circuits that are supposed to be ”dead.” Industrial electricians often use adifferent instrument to check for the presence of dangerous voltage, a crude device commonly known as a”Wiggy.”

Notes 16

Be sure to have students show you the form of the Pythagorean Theorem, rather than showing themyourself, since it is so easy for students to research on their own.

Notes 17

Ask your students to show you their algebraic manipulation(s) in setting up the equation for evaluation.

Notes 18

There are a few different ways one could solve for R and X in this trigonometry problem. This wouldbe a good opportunity to have your students present problem-solving strategies on the board in front of classso everyone gets an opportunity to see multiple techniques.

Notes 19

The follow-up question illustrates an important principle in many different disciplines: avoidance ofunnecessary risk by choosing calculation techniques using given quantities instead of derived quantities.This is a good topic to discuss with your students, so make sure you do so.

Notes 20

Ask your students to explain their method(s) of solution, including any ways to double-check thecorrectness of the answer.

Notes 21

Capacitive voltage dividers find use in high-voltage AC instrumentation, due to some of the advantagesthey exhibit over resistive voltage dividers. Your students should take special note of the phase angle for thecapacitor’s voltage drop. Why it is 0 degrees, and not some other angle?

Notes 22

This method of measuring capacitance (or inductance for that matter) is fairly old, and works well ifthe unknown component has a high Q value.

Notes 23

This question has two different layers: first, how to reconcile the ”strange” voltage readings withKirchhoff’s Voltage Law; and second, how to experimentally validate the accuracy of the voltmeters and thefact that they are all registering the same type of voltage (RMS, peak, or otherwise, it doesn’t matter). Thefirst layer of this question regards the basic concepts of AC phase, while the second exercises troubleshootingand critical thinking skills. Be sure to discuss both of these topics in class with your students.

Notes 24

Ask your students if this equation looks similar to any other mathematical equations they’ve seen before.If not, square both sides of the equation so it looks like Z2 = R2 + X2 and ask them again.

Notes 25

Be sure to have students show you the form of the Pythagorean Theorem, rather than showing themyourself, since it is so easy for students to research on their own.

99

Notes 26

This is an interesting question for a couple of reasons. First, students must determine how they willmeasure phase shift with just the two voltage indications shown by the meters. This may present a significantchallenge for some. Discuss problem-solving strategies in class so that students understand how and why itis possible to determine Θ.

Secondly, this is an interesting question because it shows how something as abstract as phase angle canbe measured with just a voltmeter – no oscilloscope required! Not only that, but we don’t even have to knowthe component values either! Note that this technique works only for simple circuits.

A practical point to mention here is that multimeters have frequency limits which must be consideredwhen taking measurements on electronic circuits. Some high-quality handheld digital meters have frequencylimits of hundred of kilohertz, while others fail to register accurately at only a few thousand hertz. Unlesswe knew these two digital voltmeters were sufficient for measuring at the signal frequency, their indicationswould be useless to us.

Notes 27

Although capacitors do contain their own parasitic effects, ESR being one of them, they still tend tobe much ”purer” components than inductors for general use. This is another reason why capacitors aregenerally favored over inductors in applications where either will suffice.

Notes 28

Nothing special here – just a straightforward exercise in series AC circuit calculations.

Students often have difficulty formulating a method of solution: determining what steps to take to getfrom the given conditions to a final answer. While it is helpful at first for you (the instructor) to show them,it is bad for you to show them too often, lest they stop thinking for themselves and merely follow your lead.A teaching technique I have found very helpful is to have students come up to the board (alone or in teams)in front of class to write their problem-solving strategies for all the others to see. They don’t have to actuallydo the math, but rather outline the steps they would take, in the order they would take them. The followingis a sample of a written problem-solving strategy for analyzing a series resistive-reactive AC circuit:

Step 1: Calculate all reactances (X).Step 2: Draw an impedance triangle (Z ; R ; X), solving for Z

Step 3: Calculate circuit current using Ohm’s Law: I = VZ

Step 4: Calculate series voltage drops using Ohm’s Law: V = IZ

Step 5: Check work by drawing a voltage triangle (Vtotal ; V1 ; V2), solving for Vtotal

By having students outline their problem-solving strategies, everyone gets an opportunity to see multiplemethods of solution, and you (the instructor) get to see how (and if!) your students are thinking. Anespecially good point to emphasize in these ”open thinking” activities is how to check your work to see ifany mistakes were made.

Notes 29

Bring to your students’ attention the fact that total voltage in this circuit is given in ”peak” units ratherthan RMS, and what effect this has on our answers.


100






Notes 30

Some students many wonder what type of numerical result best corresponds to a multimeter’s readings,if they do their calculations using complex numbers (”do I use polar or rectangular form, and if rectangulardo I use the real or the imaginary part?”). The answers given for this question should clarify that point.

It is very important that students know how to apply this knowledge of AC circuit analysis to real-worldsituations. Asking students to determine how they would connect an oscilloscope to the circuit to measureΘ is an exercise in developing their abstraction abilities between calculations and actual circuit scenarios.

It is noteworthy that the low capacitances shown here approach parasitic capacitances between circuitboard traces. In other words, whoever designs a circuit to operate at 950 kHz cannot simply place componentsat will on the board, but must consider the traces themselves to be circuit elements (both capacitive andinductive in nature!). The calculations used to obtain the given answers, of course, assume ideal conditionswhere the PC board is not considered to possess capacitance or inductance.







101

Notes 31

The first challenge of this question is for students to figure out how to reduce this series-parallelcombination to something simpler. Fortunately, this is very easy to do if one remembers the propertiesof parallel capacitances.

Students may be surprised to discover the phase shift between VC and VR is the value it is. However,this should not remain a mystery. Discuss this with your class, taking time for all of them to understandwhy the voltage phasors of a resistor and a capacitor in a simple series circuit will always be orthogonal.







Notes 32

In this question, I purposely omitted any reference to voltage levels, so the students would have to setup part of the problem themselves. The goal here is to build problem-solving skills.

Notes 33

Ask your students if this equation looks familiar to them. It should!

The answer to the challenge question is a matter of algebraic substitution. Work through this processwith your students, and then ask them to compare the resulting equation with other equations they’ve seenbefore. Does its form look familiar to them in any way?

Notes 34

This question is another example of how multiple means of calculation will give you the same answer(if done correctly!). Make note to your students that this indicates an answer-checking strategy!

Notes 35

Some students may wonder why every side of the triangle is represented by a Y term, rather than Y forthe hypotenuse, G for the adjacent, and B for the opposite. If students ask about this, remind them thatconductance (G) and susceptance (B) are simple two different types of admittances (Y ), just as resistance(R) and reactance (X) are simply two different types of impedances (Z).

102

Notes 36

Have your students explain how they solved for each impedance, step by step. You may find differentapproaches to solving the same problem(s), and your students will benefit from seeing the diversity of solutiontechniques.

Notes 37

Some students will be confused about the positive phase angles, since this is a capacitive circuit andthey have learned to associate negative angles with capacitors. It is important for these students to realize,though, that the negative angles they immediately associate with capacitors are in reference to impedanceand not necessarily to other variables in the circuit!

Notes 38

Discuss with your students the fact that electrolytic capacitors typically have more leakage (less Rleakage)than most other capacitor types, due to the thinness of the dielectric oxide layer.







Notes 39

Mention to your students that this capacitive loading effect only gets worse when a cable is attached tothe oscilloscope input. The calculation performed for this question is only for the input of the oscilloscopeitself, not including whatever capacitance may be included in the test probe cable!

This is one of the reasons why ×10 probes are used with oscilloscopes: to minimize the loading effecton the tested circuit.

Notes 40

Have your students explain how they solved for each impedance, step by step. You may find differentapproaches to solving the same problem(s), and your students will benefit from seeing the diversity of solutiontechniques.

Notes 41

This circuit is so simple, students should not even require the use of a calculator to determine the currentfigures. The point of it is, to get students to see the concept of superposition of voltages and currents.

Ask your students if they think it is important to keep track of voltage polarities and current directionsin the superposition process. Why or why not?

103

Notes 42

This circuit is so simple, students should not even require the use of a calculator to determine the currentfigures. If students are not familiar with current sources, this question provides an excellent opportunity toreview them. The main point of the question is, however, to get students to see the concept of superpositionof voltages and currents.

Notes 43

As the answer states, students have a multitude of resources to consult on this topic. It should not bedifficult for them to ascertain what this important theorem is and how it is applied to the analysis of circuits.

Be sure students understand what the terms linear and bilateral mean with reference to circuitcomponents and the necessary conditions for Superposition Theorem to be applied to a circuit. Pointout that it is still possible to apply the Superposition Theorem to a circuit containing nonlinear or unilateralcomponents if we do so carefully (i.e. under narrowly defined conditions).

Notes 44

I really enjoy covering the Superposition Theorem in class with my students. It’s one of those rareanalysis techniques that is intuitively obvious and yet powerful at the same time. Because the principle is soeasy to learn, I highly recommend you leave this question for your students to research, and let them fullypresent the answer in class rather than you explain any of it.

Notes 45

Here is a circuit students will not be able to analyze by series-parallel analysis, since it is impossible toreduce all the resistors in it to a single equivalent resistance. It is cases like this that really showcase thepower of Superposition as an analysis technique.

Notes 46

In order to answer this question correctly (without just looking up the answer in a book), students willhave to perform a few power calculations in simple, multiple-source circuits. It may be worthwhile to workthrough a couple of example problems during discussion time, to illustrate the answer.

Despite the fact that resistor power dissipations cannot be superimposed to obtain the answer(s), it isstill possible to use the Superposition Theorem to calculate resistor power dissipations in a multiple-sourcecircuit. Challenge your students with the task of applying this theorem for solving power dissipations in acircuit.

Notes 47

Though there are other methods of analysis for this circuit, it is still a good application of SuperpositionTheorem.

Notes 48

Such ”power-plus-data” strategies are made possible by the Superposition Theorem and the linearity ofresistors, capacitors, and inductors. If time permits, this would be a good opportunity to discuss ”power-linecarrier” systems, where high-frequency data is transmitted over power line conductors. The venerable X10network system is an example for residential power wiring, while power distribution utilities have been usingthis ”PLC” technology (the acronym not to be confused with Programmable Logic Controllers) for decadesover high-voltage transmission lines.

104

Notes 49

It is no coincidence that the ”superposition principle” sounds a lot like the ”superposition theorem”learned as a network analysis technique: consider the effects of all power sources one at a time, and addthose effects together to determine the final result.

The matter of ”irrevocable influence” is important to us because it dictates how difficult it would beto separate the mixed signals from each other. When external noise couples to a circuit through capacitiveor inductive coupling, can we filter out the noise and obtain the true signal again, or has the signal beencorrupted in such a way that restoration is impossible by mere filtering? The key to answering this questionis whether or not the ”network” formed from parasitic capacitive/inductive coupling is linear. Discusswith your students what determines linearity in a math equation, and apply these criteria to the equationsdescribing resistor, capacitor, and inductor behavior.

Notes 50

Students with a musical background (especially piano) should be able to add substantially to thediscussion on this question. The important concept to discuss here is that multiple frequencies of anysignal form (AC voltage, current, sound waves, light waves, etc.) are able to exist simultaneously along thesame signal path without interference.

Notes 51

Spectrum analyzers capable of analyzing radio-frequency signals are very expensive, but low-costpersonal computer hardware and software does a good job of analyzing complex audio signals. It wouldbe a benefit to your class to have a low-frequency spectrum analyzer setup available for student use, andpossible demonstration during discussion.

Notes 52

A common misconception among students is that the ”DC” setting is used for measuring DC signalsonly, and that the ”AC” setting is used for measuring AC signals only. I often refer to the ”DC” setting asdirect coupling in order to avoid the connotation of ”direct current,” in an attempt to reinforce the idea thatwith ”DC” coupling, what you see is all that’s really there. With ”AC” coupling, only part of the signal isbeing coupled to the input amplifier circuitry.

Notes 53

In order for students to answer this question, they must review the internal operation of an oscilloscope.This does not have to be rigorous – a block-diagram understanding is good enough. The important thing isthat they understand what the capacitor does for the oscilloscope input. Once this is understood, studentswill have a much better understanding of why and where the coupling control is used.

Notes 54

As usual, what I’m looking for in an answer here is an explanation for what is happening. If a studentsimply tells you, ”the vertical input is DC-coupled,” press them for more detail. What does it mean for theinput to be ”DC-coupled,” and why does this cause the line to disappear from the screen when we increasethe vertical sensitivity? What alternative do we have to ”DC coupling” on an oscilloscope?

One nice thing about oscilloscopes is that they cannot be damaged by ”pegging” the display, as cananalog multimeters. The same concept applies, though, and is useful in explaining to students why waveformsdisappear from the screen when the vertical sensitivity is too great.

Notes 55

The answer I give here is correct, but does not address why the coupling control does what it does, nordoes it describe why the square wave signal appears all distorted on the first oscilloscope’s screen. I leavethis for your students to research and for you and your students to discuss together in class.

105

Notes 56

Ask your students how they arrived at their answers for these qualitative assessments. If they founddifficulty understanding the relationship of frequency to impedance for reactive components, I suggest youwork through the reactance equations qualitatively with them. In other words, evaluate each of the reactanceformulae (XL = 2πfL and XC = 1

2πfC) in terms of f increasing and decreasing, to understand how each of

these components reacts to low- and high-frequency signals.

Notes 57

Low-pass and high-pass filter circuit are really easy to identify if you consider the input frequencies interms of extremes: radio frequency (very high), and DC (f = 0 Hz). Ask your students to identify therespective impedances of all components in a filter circuit for these extreme frequency examples, and thefunctions of each filter circuit should become very clear to see.

Notes 58

Ask your students to describe what type of filter circuit a series-connected capacitor forms: low-pass,high-pass, band-pass, or band-stop? Discuss how the name of this filter should describe its intended functionin the sound system.

Regarding the follow-up question, it is important for students to recognize the practical limitations ofcertain capacitor types. One thing is for sure, ordinary (polarized) electrolytic capacitors will not functionproperly in an application like this!

Notes 59

Discuss with your students why inductors were chosen as filtering elements for the DC power, whilecapacitors were chosen as filtering elements for the AC data signals. What are the relative reactances ofthese components when subjected to the respective frequencies of the AC data signals (many kilohertz ormegahertz) versus the DC power supply (frequency = 0 hertz).

This question is also a good review of the ”superposition theorem,” one of the most useful and easiest-to-understand of the network theorems. Note that no quantitative values need be considered to grasp thefunction of this communications network. Analyze it qualitatively with your students instead.

Notes 60

The plot given in the answer, of course, is for an ideal high-pass filter, where all frequencies belowfcutoff are blocked and all frequencies above fcutoff are passed. In reality, filter circuits never attain thisideal ”square-edge” response. Discuss possible applications of such a filter with your students.

Challenge them to draw the Bode plots for ideal band-pass and band-stop filters as well. Exercises suchas this really help to clarify the purpose of filter circuits. Otherwise, there is a tendency to lose perspectiveof what real filter circuits, with their correspondingly complex Bode plots and mathematical analyses, aresupposed to do.

Notes 61

The plot given in the answer, of course, is for an ideal low-pass filter, where all frequencies below fcutoff

are passed and all frequencies above fcutoff are blocked. In reality, filter circuits never attain this ideal”square-edge” response. Discuss possible applications of such a filter with your students.

Challenge them to draw the Bode plots for ideal band-pass and band-stop filters as well. Exercises suchas this really help to clarify the purpose of filter circuits. Otherwise, there is a tendency to lose perspectiveof what real filter circuits, with their correspondingly complex Bode plots and mathematical analyses, aresupposed to do.

106

Notes 62

Be sure to ask students where they found the cutoff frequency formula for this filter circuit.When students calculate the impedance of the resistor and the capacitor at the cutoff frequency, they

should notice something unique. Ask your students why these values are what they are at the cutoff frequency.Is this just a coincidence, or does this tell us more about how the ”cutoff frequency” is defined for an RCcircuit?

Notes 63

This is an exercise in algebraic substitution, taking the formula X = R and introducing f into it byway of substitution, then solving for f . Too many students try to memorize every new thing rather thanbuild their knowledge upon previously learned material. It is surprising how many electrical and electronicformulae one may derive from just a handful of fundamental equations, if one knows how to use algebra.

Some textbooks present the LR cutoff frequency formula like this:

fcutoff =1

2π LR

If students present this formula, you can be fairly sure they simply found it somewhere rather thanderived it using algebra. Of course, this formula is exactly equivalent to the one I give in my answer – andit is good to show the class how these two are equivalent – but the real point of this question is to get yourstudents using algebra as a practical tool in their understanding of electrical theory.

Notes 64

The most important part of this question, as usual, is to have students come up with methods of solutionfor determining R’s value. Ask them to explain how they arrived at their answer, and if their method ofsolution made use of any formula or principle used in capacitive filter circuits.

Notes 65

If your students have never encountered decibel (dB) ratings before, you should explain to them that -3dB is an expression meaning ”one-half power,” and that this is why the cutoff frequency of a filter is oftenreferred to as the half-power point.

The important lesson to be learned here about cutoff frequency is that its definition means somethingin terms of load power. It is not as though someone decided to arbitrarily define fcutoff as the point atwhich the load receives 70.7% of the source voltage!

Notes 66

Point students’ attention to the scale used on this particular Bode plot. This is called a log-log scale,where neither vertical nor horizontal axis is linearly marked. This scaling allows a very wide range ofconditions to be shown on a relatively small plot, and is very common in filter circuit analysis.

Notes 67

In this question, I’ve opted to let students draw Bode plots, only giving them written descriptions ofeach filter type.

Notes 68

Aside from getting students to understand that band-function filters may be built from sets of low-and high-pass filter blocks, this question is really intended to initiate problem-solving activity. Discuss withyour students how they might approach a problem like this to see how the circuits respond. What ”thoughtexperiments” did they try in their minds to investigate these circuits?

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Notes 69

Bandwidth is an important concept in electronics, for more than just filter circuits. Your students maydiscover references to bandwidth of amplifiers, transmission lines, and other circuit elements as they do theirresearch. Despite the many and varied applications of this term, the principle is fundamentally the same.

Notes 70

Ask your students to explain why an open R2 would cause this filter to act as a high-pass instead of aband-stop. Then, ask them to identify other possible component failures that could cause a similar effect.

By the way, this filter circuit illustrates the popular twin-tee filter topology.

Notes 71

In this exercise you will explore the concept of reactance, which is a form of opposition to the flow ofelectric current that is similar to but not identical to resistance. The distinction between reactance andresistance is a consequence of energy flow in an electrical component: components which transfer electricalenergy out of the circuit and into some other form (such as heat in the case of a resistor or mechanical workin the case of an electric motor) exhibit resistance; components which have the ability to absorb energy fromthe circuit and return energy back into the circuit (e.g. inductors and capacitors) exhibit reactance.

Use a sine-wave function generator for the AC voltage source. I recommend against using line-powerAC because of strong harmonic frequencies which may be present (due to nonlinear loads operating on thesame power circuit). Specify a standard capacitor value.

If students are to use a multimeter to make their current and voltage measurements, be sure it is capableof accurate measurement at the circuit frequency! Inexpensive digital multimeters often experience difficultymeasuring AC voltage and current toward the high end of the audio-frequency range.

General concepts and principles to emphasize

• The concept of reactance, and how it differs from resistance• The relationship between capacitance, frequency, and capacitive reactance• How to interpret numerical capacitor value codes

Suggestions for Socratic discussion and experimentation

• Identify ways the capacitor could be modified so as to possess more capacitance.• How well would this experiment work if the source was DC instead of AC?• Explain why current changes as source frequency changes, despite voltage remaining the same.• If two identical capacitors were connected in series, what would happen to total capacitance in the

circuit? What would happen to total capacitive reactance in the circuit?• If two identical capacitors were connected in parallel, what would happen to total capacitance in the

circuit? What would happen to total capacitive reactance in the circuit?

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Notes 72

Use a sine-wave function generator for the AC voltage source. I recommend against using line-powerAC because of strong harmonic frequencies which may be present (due to nonlinear loads operating on thesame power circuit). Specify standard resistor and capacitor values.


An extension of this exercise is to incorporate troubleshooting questions. Whether using this exercise asa performance assessment or simply as a concept-building lab, you might want to follow up your students’results by asking them to predict the consequences of certain circuit faults.


• The concept of reactance, and how it differs from resistance• The concept of impedance, and how it relates to both resistance and reactance• The relationship between capacitance, frequency, and capacitive reactance


• Explain how reactance differs from resistance, even though they are both quantified using the same unitof measurement: ohms (Ω).

• What will happen to the amount of current in this circuit if the source frequency is increased (assuminga constant source voltage)?

• What will happen to the amount of current in this circuit if the capacitor is replaced by another havinggreater capacitance?

• What will happen to the amount of current in this circuit if the resistor is replaced by another havinggreater resistance?

• Explain why the sum of the resistor’s voltage and the capacitor’s voltage does not equal the sourcevoltage.

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Notes 73



An extension of this exercise is to incorporate troubleshooting questions. Whether using this exercise asa performance assessment or simply as a concept-building lab, you might want to follow up your students’results by asking them to predict the consequences of certain circuit faults.


• The concept of reactance, and how it differs from resistance• The concept of impedance, and how it relates to both resistance and reactance• The relationship between capacitance, frequency, and capacitive reactance


• Explain how reactance differs from resistance, even though they are both quantified using the same unitof measurement: ohms (Ω).

• What will happen to the total amount of current in this circuit if the source frequency is increased(assuming a constant source voltage)?

• What will happen to the total amount of current in this circuit if the capacitor is replaced by anotherhaving greater capacitance?

• What will happen to the total amount of current in this circuit if the resistor is replaced by anotherhaving greater resistance?

• Explain why the sum of the resistor’s current and the capacitor’s current does not equal the sourcecurrent.

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Notes 74


I recommend using components that produce a phase shift of approximately 45 degrees within the lowaudio frequency range (less than 1 kHz). This allows most multimeters to be used for voltage measurementin conjunction with the oscilloscope.

One way for students to do this assessment is to have them predict what the sine waves will look like,based on circuit component values. They sketch the predicted waveforms on the grid provided before actuallyhooking up an oscilloscope, then the instructor assesses them based on the conformity of the real oscilloscopedisplay to their prediction.


• Basic oscilloscope operation (vertical sensitivity, coupling, timebase, triggering)• Location of “ground” connections on both the oscilloscope and signal generator• How to properly configure an oscilloscope for dual-trace operation


• Explain why the “ground” clip of the oscilloscope must be connected to the same point in the circuitas the grounded terminal of the signal generator.

• Does it matter which input channel on the oscilloscope is used for triggering the sweep? Why or whynot?

• Explain what will happen if you set the oscilloscope’s triggering to “line”. What exactly does “line”mean with regard to triggering, and why would an oscilloscope have such a setting?

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Notes 75

This is a very interesting circuit to built and test. You may build one using 1 µF capacitors, 2.7 kΩresistors, and a 100 kΩ potentiometer that will successfully operate on 60 Hz power-line excitation. If youprefer to use audio frequency power, try 0.047 µF capacitors, 1 kΩ resistors, a 100 kΩ potentiometer, and3.386 kHz for the source frequency. The circuit works best if each resistor value is equal in ohms to eachcapacitor’s reactance in ohms.

An interesting thing to note about using line power is that any distortions in the excitation sine-wavewill become obvious when the potentiometer wiper is turned toward the differentiating position (where θ ispositive). If listened to with an audio detector, you may even hear the change in timbre while moving thewiper from one extreme to the other. If excited by a “clean” sine-wave, however, no change in timbre shouldbe heard because there are no harmonics present.


• The concept of reactance, and how it differs from resistance• The concept of impedance, and how it relates to both resistance and reactance• The relationship between capacitance, frequency, and capacitive reactance• The concept of “balancing” a Wheatstone bridge circuit


• A good problem-solving technique to apply in cases where we need to determine the direction of a changeis to consider limiting cases. Instead of asking ourselves what would happen if the potentiometer’swiper position changed slightly, we ask ourselves what would happen if the wiper’s position were moveddramatically. Explain how this problem-solving technique applies to this particular system. How,exactly, does the output voltage in this circuit become easier to analyze in these limiting cases?

• Explain why the circuit works better if the potentiometer’s resistance is much greater than that of R1

or R2. Hint: this is another good application of the “limiting cases” problem-solving technique.• Explain what would happen to all voltages and currents in this circuit if resistor R1 failed open.• Explain what would happen to all voltages and currents in this circuit if resistor R1 failed shorted.• Explain what would happen to all voltages and currents in this circuit if resistor R2 failed open.• Explain what would happen to all voltages and currents in this circuit if resistor R2 failed shorted.• Explain what would happen to all voltages and currents in this circuit if capacitor C1 failed open.• Explain what would happen to all voltages and currents in this circuit if capacitor C1 failed shorted.• Explain what would happen to all voltages and currents in this circuit if capacitor C2 failed open.• Explain what would happen to all voltages and currents in this circuit if capacitor C2 failed shorted.

Notes 76

The idea of a troubleshooting log is three-fold. First, it gets students in the habit of documentingtheir troubleshooting procedure and thought process. This is a valuable habit to get into, as it translatesto more efficient (and easier-followed) troubleshooting on the job. Second, it provides a way to documentstudent steps for the assessment process, making your job as an instructor easier. Third, it reinforces thenotion that each and every measurement or action should be followed by reflection (conclusion), making thetroubleshooting process more efficient.

Notes 77

The purpose of this assessment rubric is to act as a sort of “contract” between you (the instructor) andyour student. This way, the expectations are all clearly known in advance, which goes a long way towarddisarming problems later when it is time to grade.

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Notes 78

This is an excellent point of crossover with your students’ studies in elementary physics, if they arestudying physics now or have studied physics in the past. The energy-storing actions of inductors andcapacitors are quite analogous to the energy-storing actions of masses and springs (respectively, if youassociate velocity with current and force with voltage). In the same vein, resistance is analogous to kineticfriction between a moving object and a stationary surface. The parallels are so accurate, in fact, that theelectrical properties of R, L, and C have been exploited to model mechanical systems of friction, mass, andresilience in circuits known as analog computers.

Notes 79

The current is not difficult to calculate, so obviously the most important aspect of this question is notthe math. Rather, it is the procedure of calculation: what to do first, second, third, etc., in obtaining thefinal answer.

Notes 80

A common misconception many students have about capacitive reactances and impedances is that theymust interact ”oppositely” to how one would normally consider electrical opposition. That is, many studentsbelieve capacitive reactances and impedances should add in parallel and diminish in series, because that’swhat capacitance (in Farads) does! This is not true, however. Impedances always add in series and diminishin parallel, at least from the perspective of complex numbers. This is one of the reasons I favor AC circuitcalculations using complex numbers: because then students may conceptually treat impedance just like theytreat DC resistance.

The purpose of this question is to get students to realize that any way they can calculate total impedanceis correct, whether calculating total capacitance and then calculating impedance from that, or by calculatingthe impedance of each capacitor and then combining impedances to find a total impedance. This should bereassuring, because it means students have a way to check their work when analyzing circuits such as this!

Notes 81

This question asks students to identify those variables in each circuit that vectorially add, discriminatingthem from those variables which do not add. This is extremely important for students to be able to do ifthey are to successfully apply ”the triangle” to the solution of AC circuit problems.

Note that some of these triangles should be drawn upside-down instead of all the same as they are shownin the question, if we are to properly represent the vertical (imaginary) phasor for capacitive impedance andfor inductor admittance. However, the point here is simply to get students to recognize what quantities addand what do not. Attention to the direction (up or down) of the triangle’s opposite side can come later.

Notes 82

I want students to see that there are two different ways of approaching a problem such as this: withscalar math and with complex number math. If students have access to calculators that can do complex-number arithmetic, the ”complex” approach is actually simpler for series-parallel combination circuits, andit yields richer (more informative) results.

Ask your students to determine which of the approaches most resembles DC circuit calculations.Incidentally, this is why I tend to prefer complex-number AC circuit calculations over scalar calculations:because of the conceptual continuity between AC and DC. When you use complex numbers to representAC voltages, currents, and impedances, almost all the rules of DC circuits still apply. The big exception, ofcourse, is calculations involving power.

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Notes 83

Some electronics textbooks (and courses) tend to emphasize scalar impedance calculations, while othersemphasize complex number calculations. While complex number calculations provide more informativeresults (a phase shift given in every variable!) and exhibit conceptual continuity with DC circuit analysis(same rules, similar formulae), the scalar approach lends itself better to conditions where students do nothave access to calculators capable of performing complex number arithmetic. Yes, of course, you can docomplex number arithmetic without a powerful calculator, but it’s a lot more tedious and prone to errorsthan calculating with admittances, susceptances, and conductances (primarily because the phase shift angleis omitted for each of the variables).

Notes 84

Too many students blindly use impedance and voltage triangles without really understand what theyare and why they work. These same students will have no idea how to approach a problem like this. Workwith them to help them understand!

Notes 85

This is a very practical application of resistor-capacitor (RC) circuits: to introduce a phase shift to anAC signal. Examples of where a circuit such as this may be used include oscillators (to introduce phase shiftinto a feedback network for a total phase shift of 360o) and thyristor firing control circuits (phase-shiftingthe triggering voltage in relation to the source voltage).

Notes 86

This is a very practical application of resistor-capacitor (RC) circuits: to introduce a phase shift to anAC signal. Examples of where a circuit such as this may be used include oscillators (to introduce phase shiftinto a feedback network for a total phase shift of 360o) and thyristor firing control circuits (phase-shiftingthe triggering voltage in relation to the source voltage).

Notes 87

Phase-shifting circuits are very useful, and important to understand. They are particularly importantin some types of oscillator circuits, which rely on RC networks such as this to provide certain phase shiftsto sustain oscillation.

Notes 88


Notes 89


Notes 90


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Notes 91

Discuss with your students what a good procedure might be for calculating the unknown values in thisproblem, and also how they might check their work.

Students often have difficulty formulating a method of solution: determining what steps to take to getfrom the given conditions to a final answer. While it is helpful at first for you (the instructor) to show them,it is bad for you to show them too often, lest they stop thinking for themselves and merely follow your lead.A teaching technique I have found very helpful is to have students come up to the board (alone or in teams)in front of class to write their problem-solving strategies for all the others to see. They don’t have to actuallydo the math, but rather outline the steps they would take, in the order they would take them.


Notes 92




Notes 93




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Notes 94




Notes 95




Notes 96

Ask your students to share their problem-solving techniques for this question: how they solved for eachparameter and in what order they performed the calculations.

Notes 97

It is essential, of course, that students understand the operational principle of this circuit before theymay even attempt to diagnose possible faults. You may find it necessary to discuss this circuit in detail withyour students before they are ready to troubleshoot it.

In case anyone asks, the symbolism Rpot >> R means ”potentiometer resistance is much greater thanthe fixed resistance value.”

Notes 98



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Notes 99



Notes 100

This circuit is so simple, students should not even require the use of a calculator to determine the currentfigures. The point of it is, to get students to see the concept of superposition of voltages and currents.

Notes 101

This circuit is so simple, students should not even require the use of a calculator to determine the currentfigures. If students are not familiar with current sources, this question provides an excellent opportunity toreview them. The main point of the question is, however, to get students to see the concept of superpositionof voltages and currents.

Notes 102

Though there are other methods of analysis for this circuit, it is still a good application of SuperpositionTheorem.

Notes 103

Some students will erroneously leap to the conclusion that another generator will send twice the currentthrough the load (with twice the voltage drop across the motor terminals!). Such a conclusion is easy toreach if one does not fully understand the Superposition Theorem.

Notes 104

This is s very practical question, as induced noise is no academic matter in real industrial control systems.This is especially true around motor drive circuits, which are well known for their ability to generate lots ofelectrical noise!

Some students may suggest that the distinction between voltage and current signals is moot becauseshielded-pair cable is suppose to all but eliminate induced noise. In answer to this (good) question, it shouldbe noted that real-life conditions are never ideal, and that induced noise (to some degree) is an unavoidablefact of life, especially in many industrial environments.

The challenge question may seem unanswerable until one considers the unavoidable resistance along thelength of the signal cable and calculates the effects of voltage drop along the wire length for a huge inputresistance versus a small input resistance.

Notes 105

Note that the capacitor size has been chosen for negligible capacitive reactance (XC) at the specificfrequency, such that the 10 kΩ DC bias resistors present negligible loading to the coupled AC signal. Thisis typical for this type of biasing circuit.

Aside from giving students an excuse to apply the Superposition Theorem, this question previews acircuit topology that is extremely common in transistor amplifiers.

Notes 106

Note that the capacitor size has been chosen for negligible capacitive reactance (XC) at the specificfrequency, such that the 10 kΩ DC bias resistors present negligible loading to the coupled AC signal. Thisis typical for this type of biasing circuit.

Aside from giving students an excuse to apply the Superposition Theorem, this question previews acircuit topology that is extremely common in transistor amplifiers.

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Notes 107

I highly recommend to students that they should build a transformer-isolation circuit if they intend touse a pair of audio headphones as a test device (see question file number 00983 for a complete schematicdiagram).

Notes 108

The reason for this choice in filter designs is very practical. Ask your students to describe how a”shunting” form of filter works, where the reactive component is connected in parallel with the load, receivingpower through a series resistor. Contrast this against a ”blocking” form of filter circuit, in which a reactivecomponent is connected in series with the load. In one form of filter, a resistor is necessary. In the otherform of filter, a resistor is not necessary. What difference does this make in terms of power dissipation withinthe filter circuit?

Notes 109

Your students may have to do a bit of refreshing (or first-time research!) on the meaning of ESR beforethey can understand why large ESR values could cause a capacitor to explode under extreme operatingconditions.

Notes 110

The follow-up question is yet another example of how practical the superposition theorem is whenanalyzing filter circuits.

Notes 111

Bandwidth is an important concept in electronics, for more than just filter circuits. Your students maydiscover references to bandwidth of amplifiers, transmission lines, and other circuit elements as they do theirresearch. Despite the many and varied applications of this term, the principle is fundamentally the same.

Notes 112

Although ”bandwidth” is usually applied first to band-pass and band-stop filters, students need torealize that it applies to the other filter types as well. This question, in addition to reviewing the definitionof bandwidth, also reviews the definition of cutoff frequency. Ask your students to explain where the 70.7%figure comes from. Hint: half-power point!

Notes 113

Answering this question is simply a matter of research! There are many references a student could goto for information on twin-tee filters.

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day 2 topics: series and parallel rc circuits …day 4 topics: passive rc and lr ﬁlter circuits...

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